In response to a Virginia legislative mandate, this study examined the use of Child Study Committees (CSCs) for identifying and assessing the educational needs of children with attention deficit disorder (ADD). The study reviewed a 1986 Department of Education policy document on child studies and conducted a telephone survey of elementary, middle, and secondary schools to determine how CSCs function, especially in reference to students with ADD. The study resulted in a revision of the child study document. The new document conceptualizes the CSCs as a school-wide committee to address the needs of all students. Procedures recommend that there be only one request for assistance form, that the CSCs be able to access other school and/or community services, and that the CSCs not conduct its own student evaluations to determine student eligibility. Overall study recommendations focus on adoption by the Department of Education of the new procedures document, staff development concerning these procedures, implementation at pilot sites, and the CSC's specific role. Appendices comprise much of the document and include the legislative resolution, an outline of the original procedures document, the complete text of the revised document (as well as field review responses), telephone survey data, and intervention resources. (D)