This practicum involved the development and implementation of a multimodal inservice program for six elementary classroom teachers (representing each grade level) who indicated high frustration levels due to lack of significant knowledge of Attention Deficit Disorders (ADD). The 12-week inservice included lectures, guest speakers, audiotapes and videotapes, role plays, and group discussions. Program evaluation was conducted by means of pre- and post-implementation surveys, pre- and post-ADD inservice test scores, and a pre- and post-teacher attitude survey. Evaluation results supported the use of systematic instruction and collaboration in an inservice training to improve teacher effectiveness in working with ADD students. Nine appendices include: the teacher survey and results; the test about ADD; teacher biographical data; and a sample "Individualized Education Plan" used with a targeted student during the inservice period. (Contains 19 references.) (DB)