Purposes: This study intends to explore the short-term and long-term effects of the comprehensive intervention to children with Attention Deficit Hyperactivity Disorder (ADHD). Methods: With the help of Children Strengths and Difficulties Questionnaire and K-SADS- PL Scale, 117 ADHD children, who were chosen from 4500 children ranging from grade 2 to 4 in 10 primary schools in shanghai, were diagnosed through two circle surveys. According to their own choices, they were distributed to three groups, that is, the comprehensive intervention group, the medical therapy group and the control group. The comprehensive intervention, which had been carried out for 8 weeks on end, included the behavior modification and self-management, which was undertaken once a week, the group game consultation which was done thirty minutes a time, once a week, the parents training which was held in the form of Salon, thirty minutes a time, once a week and, when necessary, the medical therapy. School psychological consultants, clinical psychologists, teachers and parents were involved in the intervention program. Pretest-posttest design was used to test the short-term and long-term effects(6 months later) of the comprehensive intervention to children in terms of the hyperactivity symptom, the behavior and emotional problems, the difficulty in daily life, the level of adaptive behavior and self-esteem. Results: The result of this research showed that the comprehensive intervention group of children with ADHD had more effectively improved (p<.05) the hyperactivity symptom, reduced the difficulty faced by the children tested in daily life, bettered their adaptive behaviors, and highly enhanced the level of their self-esteem only in a short-term effect. Through the form of the parents training salon, the parents increased the knowledge of ADHD, knew the methods to help their child in daily life, and the score of ADHD Questionnaire was raised (p<.05), and could last for a long period of time, which means the degree of coordination from parents was effectively improved. The short-term and long-term effects of the comprehensive intervention were different among the three types of children with ADHD and between children with only ADHD and children combined with Learning Disorder (LD). The attention type and mixed type of the children tested could be increased (p<.05) in some aspects of the short and long term effects, but those with the hyperactivity type couldn’t get any improvements. The children with simplex ADHD had better short-term effects in more areas (p<.05). But children combined with LD could improve continually with the raising of academic score, and had better long-term effects.