We previously proposed a model for treatment of ADHD that emphasizes a life-course perspective to address the long-term implications and outcomes of early life experiences on health, psychological, and educational outcomes of individuals with ADHD across the life span (Evans, Owens, Mautone, DuPaul, & Power, 2014). In contrast to prevailing models of care that focus on service delivery to individuals emphasizing short-term symptom reduction, the life-course model prioritizes helping youth with ADHD improve competencies and develop into independent, healthy adults who achieve occupational, personal, and recreational success. Briefly, this model is comprised of four layers of services including (1) foundational strategies to establish appropriate structure and supports in home and school (e.g., parent-teacher communication), (2) psychosocial interventions to increase competencies and address impairments in academic, behavioral, and social functioning (e.g., organization interventions), (3) medication treatment, and (4) accommodations to adapt environments to children’s limitations (i.e., reductions in expectations). These layers represent the sequence within which services should be delivered and combined over time and across systems and settings.