Children diagnosed with ADHD have been shown to be at risk for lower-than-expected academic achievement and educational attainment. While pharmacological treatment has demonstrated effectiveness in reducing overall symptoms of ADHD, educational outcomes show the most improvement when that treatment is paired with interventions that target the underlying impairments in executive functions. Assessment of executive functions by school-based practitioners can include clinical interviews, observations, behavior rating scales, and performance-based tests. This intermediate session will help practitioners identify specific impairments and the severity of impact on functioning and enable them to develop targeted interventions.