Children and adolescents with attention-deficit/hyperactivity disorder (ADHD) experience significant deficits in academic and/or social functioning that typically begin early in life and extend into emerging adulthood and beyond (American Psychiatric Association, 2013; DuPaul & Langberg, 2015). Symptomatic behaviors of inattention and/or hyperactivity-impulsivity disrupt development of self-regulation skills; negatively impact academic performance and achievement; are associated with higher than average risk for special education eligibility, grade retention, and school-dropout; and lead to problematic relationships with peers and authority figures (e.g., parents, teachers) (Barkley, Murphy, & Fischer, 2008; Frazier, Youngstrom, Glutting, & Watkins, 2007; Hechtman, 2017; Mikami, 2010; Normand et al., 2013). Given the relatively high prevalence rate of 8 to 11% for ADHD (Danielson et al., 2018), this disorder is very costly in terms of health care and educational expenditures (Chorozoglou et al., 2015; Robb et al., 2011). Thus, it is critically important that effective interventions are implemented across home, school, and community settings to not only reduce ADHD symptoms but also attenuate potentially chronic functional impairments.