ABSTRACT
Schools play a vital role in early identification of children with attention-deficit/hyperactivity disorder (ADHD) and, in many cases, school personnel coordinate efforts among teachers, parents, physicians, and community resources with regard to the assessment and treatment of children and adolescents with ADHD. Consistent communication between home and school is frequently recommended as a method to increase the likelihood of a successful educational experience for students with ADHD. Teachers must be careful not to add color to irrelevant aspects of assignments, however, as Zentall found that this actually decreased academic performance of children with ADHD on a spelling task. Children and adolescents with ADHD frequently have difficulty with sustaining attention, impulsivity, following instructions, solving problems, and completing assignments. Wigal and colleagues found that children with ADHD required more frequent reinforcement than classmates without the disorder and that inconsistent reinforcement was associated with higher frustration levels in children with ADHD.
