“Represents the most up-to-date thought in how to deliver high-quality services to students struggling with ADHD in the schools.”

—Journal of Attention Disorders (on the second edition)


“In addition to practitioners, university-based trainers will also benefit from this thorough, up-to-date resource....A 'must read' for school-based practitioners and one that will serve as a thorough and insightful resource for any professional involved in assessment and intervention for students with the disorder.”

—Journal of Psychoeducational Assessment (on the first edition)


“Each chapter leaves the reader wanting to continue to read, and the total product leaves the reader feeling highly informed....Practitioners at every level of expertisebeginning to advancedwill learn from this work. It is well written, scholarly, and concise. It will broaden the knowledge base and competencies of practitioners and researchers and will inform anyone wishing to learn about ADHD.”

—Contemporary Psychology (on the first edition)


“DuPaul and Stoner have once again produced a significant, 'must-read' volume. Recognizing ADHD as a complex neurocognitive disorder, the authors eloquently describe the importance of early screening and assessment for informing individualized supports, accommodations, and evidence-based interventions. The volume includes excellent case examples, highly useful strategies for communication and collaboration with other professionals and parents, and resources such as referral letters and relevant websites. Highly recommended.”

—Linda A. Reddy, PhD, School Psychology Doctoral Program, Rutgers, The State University of New Jersey


“An exceptional resource for health care professionals and educators and an ideal text for graduate-level psychology and education courses. The third edition has been fully updated and expanded with the latest research, including advances in school-based screening and assessment, academic and behavioral interventions, promoting school-home collaboration, and medication management. Across all topics, state-of-the-art research findings are translated into clear, usable practices highlighted by pertinent case examples and ready-to-use tools and tips. This should be the standard guidebook for ADHD services in schools across the country.”

—Linda Pfiffner, PhD, Department of Psychiatry, University of California, San Francisco


“Both authors are widely hailed as among the preeminent scholars in the area of ADHD and the schools. Both have decades of practical experience working with the schools and in conducting research in assessment and treatment of students with ADHD....All of the information provided is based on the best, most up-to-date scientific evidence available, and is refreshingly free of bias or any outside agendas....The authors have distilled the ocean of information into a manageable body that neither overwhelms potential readers nor skimps on critical information.”

—from the Foreword by Robert Reid, PhD, Department of Special Education and Communication Disorders, University of Nebraska-Lincoln


“The third edition of this landmark text continues to provide the most comprehensive coverage regarding ADHD and schools that is available today. Written in a readable, informative style, the book covers it all—from causes and assessment of ADHD to effective interventions and ways to work with parents and professionals. This is an indispensable resource for school psychologists, general and special education teachers, and administrators dedicated to using up-to-date research to address the issues faced by students with ADHD. A 'must read.'”

—Karen R. Harris, EdD, Mary Emily Warner Professor, Mary Lou Fulton Teachers College, Arizona State University