Inattention and/or impulsivity and hyperactivity are the core symptoms of attention deficit hyperactivity disorder (ADHD). In the day-to-day grind of teaching, when problems emerge, the teachers' best intentions and sensitivities are tested. Fidgety, loud, disorganized, disruptive, hurried, careless, and off-task behavior coupled with messy, incomplete, or missing work are tough challenges in the classroom, even on a good day. The chronic nature of ADHD school-related issues has frustrated more than a few teachers (and parents). This frustration may have to do with the expectation that interventions can cure ADHD. They don't and they can't. Though the root causes of ADHD are neurobiological, the manifestations of ADHD happen in the day-to-day functioning. They are seldom (if ever) fixed once and for all because these problems often arise from environmental expectations, conditions, and triggers. Thus, these students are highly susceptible to the world around them and the world within them. Most ADHD problems can be called "POP" or "point of performance" problems in that students have difficulty being on point or on task. Generally, students with ADHD know what they are supposed to be doing. But, where the rubber meets the road--at the point of performance--they lose traction and don't do what they know. Distractibility, hating to wait, restlessness, losing materials, or missing pieces of the whole interfere with their best intentions to do what is expected and to do it well. Typically, the off-task or off-rule behavior of students with ADHD is not a matter of choice. It's a symptom of ADHD and an indicator that an intervention is needed. Here's the good news: ADHD POP problems can be managed effectively (not to perfection). In this article, the author discusses some interventions and strategies to increase on-task performance for students with ADHD.