Assessment and intervention for attention-deficit/hyperactivity disorder in the schools - Lessons from the MTA study

There appears to be a lack of communication between developmental or educational (school-based) assessments and health-related (physician-based) services, according to a recent NIH Consensus Conference on ADHD. To address these issues, the authors draw on some of their research experiences in the Multimodality Treatment of ADHD (MTA) study, a national research project of the National Institute of Mental Health and the US Department of Education. This article offers some ideas about how clinicians might improve communications with educators who implement and maintain intervention in the schools.