Recent statistics show that children exhibiting Attention Deficit Hyperactivity Disorder (ADHD) represent a significant number of school-based referrals for psychoeducational assessment and intervention. Despite the pervasiveness and salience of this disorder, educators continue to labor under a number of misconceptions about the nature of ADHD and what constitutes appropriate school-based assessment and intervention practice. In this article, common myths with regard to conceptual issues and assessment and intervention strategies are generated and responded to with practical research-based information.
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