Essential question:
How are children with Auditory Processing Disorders being misdiagnosed with Attention Deficit Disorder?
Foundation questions:
1. What is Auditory Processing Disorder?
2. What is Attention Deficit Disorder?
3. What are the symptoms of Auditory Processing Disorder?
4. What are the symptoms of Attention Deficit Disorder?
5. What types of therapy are available for each of these disorders?

Tentative Point:
Children who have been diagnosed with Attention Deficit Disorder should be tested for Central Auditory Processing Disorder because ADD and CAPD have similar symptoms. Many children with CAPD are misdiagnosed with ADD and are inappropriately put on drugs, such as Ritalin. The additional tests would ensure that an appropriate diagnosis has been made and would lead to better therapy for the child.

Genres:
1. Webliography – Student perspective – Peer Audience
To inform the audience about the student’s experience with research topic.

2. Poem – Child’s perspective – Peer Audience.
To inform the audience about what a child goes through because people are not well informed about CAPD.

3. Powerpoint – Parent perspective – School Board of Education Audience
To inform the Board of Education about child’s disorder and to persuade them to encourage teachers to refer children for CAPD testing when ADD is suspected.

4. Newsletter – Parent perspective – Parent Audience
To inform parents of child’s situation and the potential danger of a misdiagnosis of ADD.

5. Brochure – Fast Forward advocate perspective – Parent Audience
To educate parents about Fast Forward program and to encourage them to get their child involved in the program.

6. Letter to Parent – Clinician perspective – Parent Audience
To inform parent about their child’s performance.

Integration Technique:
I think that I am going to integrate all of the Genres into a story about a family that is dealing with a child with CAPD.

Tentative Resources:
Cacace, Anthony T.; McFarland, Dennis J. (April, 1998), Central Auditory Processing Disorder in School-Aged Children: A Critical Review, Journal of Speech, Language, and Hearing Research, p. 355 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: http://search.epnet.com/

Friel-Patti, Sandy. (October 1999), Clinical Decision-Making in the Assessment and Intervention of Central Auditory Processing, Language, Speech, & Hearing Services in Schools, p. 345 (From Masterfile: EBSCO Publishing) Retrieved July 15, 2002 from the World Wide Web: http://search.epnet.com/

Greenwald, John. (July 1999), Retraining Your Brain, Time, p.52 (From Masterfile: EBSCO Publishing) Retrieved July 15, 2002 from the World Wide Web: http://search.epnet.com/

Hynd, George W.; Riccio, Cynthia A. (July 1994), Comorbidity of Central Auditory Processing Disorder and Attention Deficit, Journal of the American Academy of Child & Adolescent Psychiatry, p. 849 (From Masterfile: EBSCO Publishing) Retrieved July 15, 2002 from the World Wide Web: http://search.epnet.com/

Ince, Susan. (May 2001), What Every Parent Must Know about Attention Deficit, Family Life, p. 60 (From Masterfile: EBSCO Publishing) Retrieved July 15, 2002 from the World Wide Web: http://search.epnet.com/

Katz, Jack; Keller, Warren D.; Tillery, Kim L. (August, 2000), Effects of Methylphenidate (Ritalin) on Auditory Performance in Children with Attention and Auditory Processing Disorders, Journal of Speech, Language, and Hearing Research, p. 893 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: http://search.epnet.com/

Keith, Robert W. (October, 1999), Clinical Issues in Central Processing Disorders, Language, Speech, & Hearing Services in Schools, p. 339 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: http://search.epnet.com/

Madall, Jane R. (October 1999), Auditory Integration Training: One Clinician’s View, Language, Speech, & Hearing Services in Schools, p. 371 (From Masterfile: EBSCO Publishing) Retrieved July 15, 2002 from the World Wide Web: http://search.epnet.com/

Riccio, Cynthia A. (September, 1996), Validity of the Auditory Continuous Performance Test in Differentiating Central Processing Auditory Disorders with and without ADHD, Journal of Learning Disabilities, p. 561 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: http://search.epnet.com/

Thompson, Maureen. (May, 2002), Coding Options for Central Auditory Processing, ASHA Leader, p. 3 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: http://search.epnet.com/

Research: ERIC
Keyword: Auditory Processing Disorder

Cacace, Anthony T.; McFarland, Dennis J. (April, 1998), Central Auditory Processing Disorder in School-Aged Children: A Critical Review, Journal of Speech, Language, and Hearing Research, p. 355 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: search.epnet.com

Research: ERIC
Keyword: Auditory Processing Disorder and Attention Deficit Disorder

Katz, Jack; Keller, Warren D.; Tillery, Kim L. (August, 2000), Effects of Methylphenidate (Ritalin) on Auditory Performance in Children with Attention and Auditory Processing Disorders, Journal of Speech, Language, and Hearing Research, p. 893 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: search.epnet.com

Research: Academic Search Elite
Keyword: Auditory Processing Disorder

Keith, Robert W. (October, 1999), Clinical Issues in Central Processing Disorders, Language, Speech, & Hearing Services in Schools, p. 339 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: search.epnet.com

Research: ERIC
Keyword: Auditory Processing Disorder and Attention Deficit Disorder

Riccio, Cynthia A. (September, 1996), Validity of the Auditory Continuous Performance Test in Differentiating Central Processing Auditory Disorders with and without ADHD, Journal of Learning Disabilities, p. 561 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: search.epnet.com

Research: Academic Search Elite
Keyword: Auditory Processing Disorder

Thompson, Maureen. (May, 2002), Coding Options for Central Auditory Processing, ASHA Leader, p. 3 (From Masterfile: EBSCO Publishing) Retrieved July 12, 2002 from the World Wide Web: search.epnet.com

Wow! This is very difficult task. I kept putting off this assignment because I couldn't think of a particular learning experience. Finally, I realized that I have to complete this assignment so I will just write about a couple of incidences that I remember. Problem is I don't remember any specific learning situations. It is so funny that I have trouble recalling a specific situation because I literally learn new things everyday. I don't remember learning the alphabet, to read, to write, to tie my shoe, etc. All of the important learning milestones are completely blank in my head.

The only situation that I remeber having difficulty with in grade school was the timed mult. test. When I was in third grade, we were given these tests on the multiplication tables. The tests were timed. We were given one minute to complete about 65 multication problems. I had a lot of trouble with these timed tests, but I do not think that I had difficulty learning the material. I just had difficulty completing the test within the given timeframe. I remember getting so nervous before these tests. At home, my mom would make out a test for me, turn on the microwave timer, and give me the test. I always did fine at home, but it was a different story when I got to school. In this situation, I think that I struggled with the pressures of learning, rather than the learning itself. For days, I would practice my multiplication tables for hours upon hours. I really wanted to master the timed test. Finally, I got all of my answers right and I was so thrilled. I was so excited that I didn't have to worry about the tests anymore. I remember getting so mad at myself because I was convinced that I knew all of the answers, but when it came to test time I didn't. This frustration lead to my efforts to work harder and practice more.

Now as I am looking back on my school career, many of my learning experiences have been similar to that one. When I encounter new learning situations, I always look at the situation by telling myself that it isn't that difficult and I know that I can do it. If I begin to struggle, I get frustrated with myself, but I push forward with the confidence that I will get it...eventually. I tell myself that if I just try a little bit harder it will eventually become clear in my head and soon it will be easy.

I believe that my most problematic area with learning is the pressure that I put on myself. No matter what the situation may be, I always have some form of pressure to put on myself. I wonder why I am having so much difficulty in an area. I continuously tell myself that this is or should be easy-why don't you have it yet. This pressure causes the most grief, but I believe that this grief is essential to my personal learning behavior. If I didn't put pressure on myself about the more difficult learning tasks, I don't believe that I would strike harder to complete it.

Another area of learning that gives me grief is fear. This fear is geared more toward my college career, rather than the previous years. As I am getting older and closer to graduation (Thank god!), I am beginning to develop a fear of not knowing or forgetting. I am so scared that I will graduate college and will be unable to be successful in graduate school. Or worse, I will get out into the real working world and will be unable to do the job. This is a growing fear. Here lately, I have been getting excited about being a senior who is graduating college in May. Every time that I start to celebrate my future success, those fears surface. I am hoping that this is a common fear among graduating seniors. If it's not, I hope that I am just being silly. Either way, I hope that these fears go away soon. But I think that my fears will probable get worse before they get better.

My excitments associated with learning is the mere accomplishment of the task. I just feel better about myself when I learn something new. I think that everyone does. Every piece of information that I learn, I am greatful for. Whether the information is about school, work, etc, it doesn't matter. It is still fun to learn new things. You will always benefit from learning new things. I just think that you recieve a good feeling about yourself when you are knowlegable about things. I think that knowledge is important for everything. This is awful to write about, but I love knowing something that someone else doesn't. Especially my boyfriend, I love teaching him new things. It gives me confidence and makes me feel smart and important. If I was a billionaire who never had to work a day in my life or go to school another day, I would continue to go to school because I want to be as smart as I can I be. I think that Ricki Lewis said it right when she said, "I want to play Jeopardy and win", in a class discussion last semester. That is exactly the way I feel about learning. I may not be the smartest person in the world, but I want to be as smart as I can be. Therefore, I think that the most exciting thing about learning new things is knowing new things. The accomplishment of knowing new things is the most exciting part of learning.