This paper examines structural antecedent classroom interventions to assist general classroom teachers in educating children with Attention Deficit Disorder-Hyperactivity Disorder (ADD-HD). The effectiveness of early classroom intervention models is explored. Modifications to physical classroom arrangements are evaluated, including open classrooms, centers, reduced space versus enlarged space, and various arrangement of desks. The paper presents information that supports the need for children with ADD-HD to have a highly structured environment. Although open classrooms in general are not recommended, open classrooms or traditional classrooms that are arranged in centers are suggested to be effective. The paper notes that there is limited research to support the use of study carrels for students with ADD-HD. Cluster seating, because it promotes student interaction, is not recommended for students with ADD-HD, though seating well-behaved peers next to the child with ADD-HD is suggested. Questions are raised regarding past research that led to recommending reduced environmental stimuli for children with ADD-HD. The use of functionally stimulating, versus visually stimulating, bulletin boards is evaluated. The report emphasizes that no single educational program or strategy is suitable for all children with ADD-HD. Teachers are urged to use the input of parents and special education practitioners in developing an individualized education program for a child with ADD-HD. (Contains 10 references.) (CR)