regulation of attention and inhibit motor activity; the neurochemical approach considers the role of specific neurotransmitters that facilitate communication among the neuronal circuits implicated in this disorder; and the neurophysiological approach tries to explain the dynamic interaction between the neurochemical and anatomical components which form a functional system (Riccio, Hynd, Cohen, and Gonzalez, 1993, 118).
The diagnosis of ADD in the educational setting takes place today in terms of statutory requirements concerning the assessment of children with ADD under either P.L. 101-476, the Individuals with Disabilities Education Act (IDEA) or Section 504 of P.L. 93-112, the Vocational Rehabilitation Act Amendments of 1973. Montague, McKinney, and Hocutt (1994) suggest the use of a multilevel, multimodal approach to assessment and identification. What is needed is a multidisciplinary team consisting of regular and special educators, administrators, and related service personnel such as school psychologists, nurses, or speech and language clinicians, as well
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