Paper Summary:

The paper relates that the presence of students with ADHD (attention-deficit/hyperactivity disorder) in the classroom is an increasingly common occurrence. The paper explains that one commonly occurring characteristic of ADHD is defective processing of auditory information. The paper explores methods using or minimizing auditory stimuli, with an emphasis on how teachers can either implement certain techniques or refer students to practitioners for necessary treatment. The paper discusses the physiology involved in the processing of auditory information, as well as research into how sound can help or hinder the performance of children with ADHD.

Outline:
Abstract
Auditory Processing and ADHD
Can Sound Help Students with ADHD?

From the Paper:

"The typical classroom environment is encompassed by several stimuli. General activity, talking, and background noise may all serve as distractions to students that need to pay attention in order to learn. Disruptive stimuli may especially pose a challenge for students with attention deficit/hyperactivity disorder (ADHD), a debilitating learning disability characterized by distractibility, impulsiveness, and an inability to pay attention in a sufficient manner. ADHD has become an increasingly common problem among American children, and some would argue that the occurrence of this disorder in the general population is growing consistently (Jackson, 2003). Therefore, teachers need to have a heightened awareness of this disorder and how the classroom environment may be contributing to the difficulties experienced by children with ADHD, as well as how the atmosphere provided within the classroom may help to facilitate learning for these learning disabled students."

Sample of Sources Used:

• Abikoff, H., Courtney, M.E., Szeibel P.J., Koplewicz, H.S. (1996). The effects of auditory stimulation on the arithmetic performance of children with ADHD and nondisabled children. Journal of Learning Disabilities, 29(3), 238-46.
• Baumgaertal, A. (1999). Alternative and controversial treatments for attention-deficit/hyperactivity disorder. Pediatric Clinics of North America, 46(5), 977-92.
• Gray, L.C., Breier, J.I., Foorman, B.R., Fletcher, J.M. (2002). Continuum of impulsiveness caused by auditory masking. International Journal of Pediatric Otorhinolaryngology, 66(3), 265-72.
• Jackson, N.A. (2003). A survey of music therapy methods and their role in the treatment of early elementary school children with ADHD. Journal of Music Therapy, 40(4), 302-23.
• Kilpelainen, R., Luoma, L., Herrgard, E., Ypparila, H., Partanen, J., Karhu, J. (1999). Persistent frontal P300 brain potential suggests abnormal processing of auditory information in distractible children. Neuroreport, 10(16), 3405-10.

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