Attention deficit/hyperactivity disorder (AD/HD) is the most commonly diagnosed childhood disorder, affecting an estimated 3 to 5 percent of the kindergarten and school-age children in the U.S. Symptoms with regard to AD/HD manifest as long-standing, pervasive, and developmentally severe difficulties in hyperactivity, impulsivity, and inattention. Secondary features associated with the disorder are also often quite problematic; such difficulties involve aggression, poor peer relations, academic underachievement, learning problems, low self-esteem and depressive symptoms. The considerable risks posed for children with early hyperactive-impulsive-inattentive behavior, when combined with early hostile, defiant behavior, clearly justify attempts at early intervention that may diminish or ward off these developmental risks. However, until recently, minimal research has been conducted to help practitioners in identifying and supporting young children at risk for this disorder. This book, therefore, analyzes groundbreaking findings from a dissertation study that provides a compelling evidence that implementing a multicomponent early intervention program, First Step to Success, can yield important benefits for children with AD/HD. This book addresses a wide range of issues produced by the disorder including social emotional problems, aggressive behaviors, and disruptive behaviors. With the synthesis of the current intervention programs designed to remediate social emotional and behavioral problems of children with ADHD, this work intended to be highly beneficial to any educators and investigators with an interest in resolving the problems of children with ADHD.