Many teachers are concerned about their ability to work effectively with students who have attention deficit/ hyperactivity disorder (ADHD). The purpose of this quantitative, descriptive study was to determine the perceived efficacy of common interventions used to address negative ADHD behaviors in the elementary and middle school classrooms. The research questions investigated teachers' perceptions of the efficacy of interventions, and the relationship between the interventions perceived as efficacious and teacher demographics. The behaviorism framework for the study was based on the theory that reinforcement strengthens positive behaviors and the likelihood of behavioral changes. The data collection instrument was a researcher-designed survey that provided primarily quantitative data. Data were collected from 97 voluntary participants from 2 middle schools and 4 elementary schools. Data were analyzed using Spearman's Rank Order Correlation and Freidman's non- parametric statistical tests, a non-parametric form of analysis of variance. Spearman's Rho was used to determine the relationship between the perceived efficacy of interventions and teacher demographics. Findings of Spearman's Rho indicated that there was correlation between perceived efficacy of interventions and teachers' grade level taught and years of experience. Freidman's test was used to compare teacher ratings of the efficacy of interventions to address different ADHD behaviors. Results of the Freidman's test indicated that the intervention perceived most efficacious varied depending on the negative ADHD behavior presented. Implications for social change include a means to assist teachers in creating a more structured, focused, and productive inclusive elementary and middle school classroom.