Accurate measurement of clinical outcomes forms an important part of evidence-based practice. When measuring treatment outcomes in ADHD, clinicians have tended to focus on symptoms. In the past these were generally assessed by using parent-rated or teacher-rated questionnaires. Recently, however, the focus has switched to clinician-rated measures, often using symptom questionnaires like the ADHD-IV RS and the SNAP-IV as the basis of a semi-structured interview. Helpful clinically-relevant cut-offs have been described but need further validation. Similar interviews can be used for gathering information from schools. There are also, however, several instruments, such as the SKAMP, that are specifically designed for use with teachers that can be integrated into clinic protocols. In addition, a range of disorder-specific and generic measures of impairment and quality of life can provide valuable information about broader outcomes. Recent research suggests that the relationships between symptoms and cognition in ADHD are complex. However, whilst this suggests that it may be useful to think about measuring neuropsychological performance alongside symptom scores, this is currently difficult to achieve as it is not clear which measures would be the most appropriate to use.