“…Nevertheless, DuPaul et al (2018) found that fewer than two-thirds of students with ADHD currently receive educational support (i.e., school-based educational support, intervention, or accommodation, such as tutoring, extra help from a teacher, preferential seating, extra time to complete work, or being enrolled in special education), and only about one-third of students with ADHD receive classroom management (e.g., reward systems, behavioral modifications, or a daily report card). Indeed, teachers report that they use the more work-intensive and individualized CMSs (e.g., response cost, behavior contract, and daily report card) less often than the CMSs that are less effortful (e.g., preferential seating, simplifying instruction, and praise) (Arcia et al 2000;Blotnicky-Gallant et al 2015;Hart et al 2017;Martinussen et al 2011;Mulligan 2001). Clunies-Ross et al (2008) observed that teachers most often apply proactive (i.e., antecedent-based) CMSs to students with behavioral problems.…”