This document presents a synthesis of research on the assessment and identification of children with attention deficit disorder (ADD) based on literature published between 1980 and 1992. After an introduction and a section providing background information, individual sections review the literature on: the instruments used to assess ADD; the educational characteristics of children with ADD and subtypes of ADD; the coexistence of ADD with other disorders such as learning disabilities and conduct disorders; assessment and identification of preschool-aged children with ADD; issues regarding ethnicity and socioeconomic status in the assessment and identification of children with ADD; and studies of the families of children with ADD. A final section provides general conclusions concerning educational characteristics and assessment of these children. These conclusions address: general intelligence, academic achievement, functional outcomes, special education placement, social relationships and skills, ADD and learning disabilities, ADD and behavior disorders, speech and language problems, sociodemographic characteristics, multicultural characteristics, assessment of primary characteristics, assessment of co-occurring disabilities, defining the severity of ADD, duration of symptoms, situational and temporal variability, educational characteristics and needs, and assessing social adjustment and adaptation. An appendix details the synthesis methodology. Ten extensive tables summarize and compare the research reviewed. Most chapters contain references. (DB)