Attention Deficit Hyperactivity Disorder (ADHD) is a condition characterised by severe and pervasive symptoms of inattention, hyperactivity and impulsivity. Current researchh as suggestedth at without effective intervention children with a diagnosis of ADHD can experience significant functional impairment in a number of areas including social functioning and academic achievement, and are at increased risk of the development of future substance abuse, criminality, and psychopathology. The following paper firstly presents a review of the current literature on the development, maintenance, and ways of intervening with ADHD in childhood. The relative benefits of medication management versus psychosocial interventions are examined, and a number of parent training interventions are reviewed. The main study then focuses on an evaluation of the efficacy of a self-directed intervention for ADHD. Change in measures of child behaviour, and parental well-being were investigated and the findings supported those previously found for the efficacy of parent training approaches for ADHD, and added to the emerging literature on selfdirected interventions with this population. Identified limitations of this study and directions for future research are discussed. Finally, contributions made to theory, research and practice are explored; wherein the strengthsa nd weaknesseso f this study are further discussed,a nd implications for clinical practice and future directions are considered. Additionally, personal reflections and process issues are documented.