The purposes of this study were to: (1) identify the educational characteristics of children with Attention Deficit Hyperactivity Disorder (ADHD) and Undifferentiated Attention Deficit Disorder (UADD); and (2) to discuss the clinical implications of the current DSM-III-R diagnostic procedures of these disorders. Specifically, the differences in educational services provided to UADD and ADHD children were investigated. The sample consisted of 130 children (74 ADHD, 56 UADD) ranging in age from 6 years 10 months to 13 years 4 months. The results indicated that the educational characteristics of ADHO and UADD children, such as Learning Disability (LD) classroom placement and grade repetition, were surprisingly similar. Although ADHD and UADD children were differentially diagnosed, they received similar educational and medical interventions. Results also suggest the existence of a genetic aspect to ADD, and a need for reexploration of the use of separate diagnostic criteria for ADHD and UADD. Three tables present data and statistical analysis. (Author/RB)