Children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit significant academic, social, and behavioural difficulties in school settings. This article reviews empirical findings regarding the effects of classroom interventions for students with ADHD. Three major types of interventions are reviewed including behavioural (e.g., token reinforcement, response cost), academic (e.g., peer tutoring), and social (e.g., social skills training). Relatively strong evidence supports the use of behavioural interventions in reducing disruptive, off-task behaviours in children with ADHD. Evidence for academic and social interventions with this population is weaker, but recent findings indicate that these are potentially effective treatments. Implications of this review for clinical practice and future research are discussed. (Contains 1 table.)