In this article, the authors review empirically supported behavior management treatments for preschool children who display hyperactivity, impulsivity, and/or inattention at levels extreme enough to place them at risk for an ADHD diagnosis. Empirically supported interventions are those that show evidence that they work either through well-controlled experimental studies or through repeated replication of positive outcomes through less rigorous quasi-experimental and observational studies. Because most preschool children will not have an ADHD diagnosis and because of the importance of early intervention and prevention in improving outcomes for children exhibiting significant disruptive behavior, the authors summarize a broad range of treatments that have evidence of effectiveness. (author abstract)