e similarly significant reductions in problem behaviors as quickly.
It was also recommended that examination of holistic modifications of classroom environments be conducted over a longer time frame, as existing ADHD research had indicated that behavioral problems may increase as length of exposure to a particular setting or task increases. Finally, it was concluded that the findings of the study should serve to encourage teachers faced with the challenge of ADHD children to learn more about this disorder and to experiment with instructional strategies with the potential to create a workable match between the ADHD child's needs and the classroom environment.
Carpenter (1995) evaluated the effects of a practicum which provided a 12-week group instruction program designed to enable eight high school students with attention deficit hyperactivity disorder to gain knowledge about ADHD, implement strategies for coping with the disorder, and employ self-advocacy skills. The evaluation consisted of a pretest-posttest design involving the administration of an ADHD measure prior to and following the intervention; administration of a learning strategies inventory; developme
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