Dramatic increases in the number of new cases of Attention Deficit Hyperactivity Disorder (ADHD) and the subsequent increases in the use of stimulant medications, especially methylphenidate, have fueled public and professional concern about the adequacy and appropriateness of the services that hyperactive/inattentive children receive. This literature review examines the current research on the nature of services that children and adolescents with ADHD receive, particularly in school and medical settings. Research on the factors leading to identification and the assessment and treatment practices is reviewed. In general, although progress has been made in professional understanding of ADHD, and a variety of effective school-based, medical, and psychosocial interventions exist, serious concerns persist regarding the adequacy of the assessment process and the minimal integration of disciplines to provide comprehensive, multi-modal treatments. Implications for research, practice, and policy are discussed. Finally, a description of the service system as a "filter" is presented.
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