Tourette syndrome: a review and educational implications.

Davison et al. (1984) wrote a plain-language guide for teachers. They pulled together what was known about Tourette syndrome in 1984. The goal was to help school staff support kids whose tics interrupt lessons.

The paper lists common tics and explains why they happen. It gives classroom tips like seating the child away from traffic and using brief, private cues when a tic starts.

The review found that tics often grow worse with stress or public attention. Clear routines and calm, quick redirection help more than scolding or ignoring.

The authors warned that punishing tics can backfire. They urged teachers to treat tics like any other medical symptom.

Austin et al. (2005) and Fine et al. (2005) updated the 1984 advice. Both reviews show that habit-reversal training, a behavioral method, cuts tics in children. The newer papers add two decades of evidence the 1984 review could not yet cite.

Ellingsen et al. (2014) went further. Their lab study showed that tics are kept strong by negative reinforcement: the brief relief a child feels right after the tic. This finding supports the 1984 warning not to punish tics, and it points to urge-reduction skills teachers can coach.

Heinicke et al. (2012) tested two teacher-friendly tools: DRO and response cost. Both cut tics by large margins with no rebound. These data turn the 1984 classroom tips into proven, ready-to-use plans.

If you work in a school, this 1984 paper is still worth five minutes. It reminds you that structure and calm beat punishment every time. Pair its advice with the newer habit-reversal or DRO protocols and you have a full, evidence-based support plan for any student with tics.