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What are the most appropriate empirically supported diagnostic and treatment approaches to children with attention-deficit/hyperactivity disorder (ADHD)? This article summarizes the nomenclature, prevalence and course, comorbidity, etiology, assessment, and federal laws associated with ADHD. The authors then review clinical research and consensus guidelines for the treatment of ADHD, including the largest randomized treatment study completed on ADHD (MTA Cooperative Group, 1999a). The empirical evidence supports either a behavioral-psychosocial or a combined behavioral-psychosocial and medication intervention in the treatment of children with ADHD.

The protocols of 80 urban Afro-American children who had a complete WISC administered were rescored, using the Satz and Mogel criteria for an abbreviated intelligence measure. Extremely high correlations among IQs were found which were consistent with other short-form research. However, when mean differences between the full administration and abbreviated form were examined, contradictory results were obtained. Furthermore, a considerable number of 5s snowed upward changes in labeled intelligence level when the abbreviated form was used. Since these 5s were sampled from a population identified as having academic school problems, reliance on short forms for educational disposition seems to be of questionable validity.