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Abstract
A model for school-based cognitive-behavioral groups for children manifesting symptoms of Attention-Deficit Hyperactivity Disorder (ADHD) andfor other disruptive behavior disorders is presented. Key aspects of organizational readiness to conduct this type of program are discussed, particularly the importance of having the support of the children's classroom teachers. The child group format and content, including recommended behavioral contingencies, are described. A brief review of the outcome literature concludes there is currently more justification for using this type of intervention with children manifesting disruptive behavior disorders other than ADHD or in addition to ADHD, and topics for future research are discussed.