This monograph presents the executive summaries of research syntheses developed at five special centers addressing assessment and interventions for children with attention deficit disorders (ADD). The Center at the Arkansas Children's Hospital (Roscoe A. Dykman et al.) reviewed the literature and conducted meetings on the assessment and characteristics of children with ADD. It found that ADD is the most common neurobehavioral disorder of children and that a large number of rating scales, tests, and interviews are available. The Center at the University of Miami (James D. McKinney et al.) also reviewed the literature on assessment and identification of ADD and found a lack of consensus on what constitutes a comprehensive assessment of ADD for educational purposes, a lack of studies showing the impact of ADD on specific instructional tasks, and a lack of guidelines on necessary assessment data. Thomas Fiore at the Center at the Research Triangle Institute (North Carolina) synthesized research on behavioral and educational interventions for children with ADD, including positive reinforcement, behavior reduction, response cost, cognitive behavioral training, parent or family training, task or environmental stimulation, and biofeedback. Barbara G. Burcham and Laurance B. Carlson at the University of Kentucky's Federal Resource Center investigated school based practices through identification of promising practices and site visits. Finally, James M. Swanson (University of California-Irvine Center), in a review of reviews, synthesized findings on the effects of stimulant medication on ADD children. (DB)