Tic-related school problems: impact on functioning, accommodations, and interventions.
Kids with TS still face big school problems because simple ABA supports are missing.
01Research in Context
What this study did
Zuriff (2005) sent a short survey to parents of kids with Tourette syndrome. Parents ticked boxes about grades, friends, and help the child got at school.
The survey asked what problems the tic caused and what the school did about it.
What they found
Half the kids had big trouble with schoolwork or peers. Yet most schools skipped simple fixes like teaching classmates about tics or giving praise for work done.
Counseling and positive behavior plans were rare.
How this fits with other research
Matson et al. (1989) showed one child can cut tics with a quick competing response. The new survey shows schools still ignore that easy trick.
Davidson et al. (1992) asked hospital staff why they skip behavior plans; same answers pop up here—staff say "no time" and "not my job."
Funderburk et al. (1983) tested a pill that failed to help tics. The survey shows schools often do nothing, so kids still suffer even after medicine flops.
Why it matters
You can fix half of these problems with low-cost ABA moves. Teach the class about tics, give praise for on-task minutes, and add short breaks. Bring the survey to the next IEP meeting and ask for a competing-response plan copied from Matson et al. (1989). You do not need a new drug or a big grant—just use what already works.
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02At a glance
03Original abstract
Children with Tourette's syndrome (TS) are statistically overrepresented in special education classes; however, the extent to which tics contribute to such placement is unclear. In this article, the results of a survey of parents or guardians of 71 children and adolescents with TS are described within the broader context of discussing the impact of tics and educational practices. One half of the respondents reported moderate to significant tic-related academic impact, and 48% reported moderate to significant tic-related peer problems. Peer education and in-school counseling were generally not offered nor provided. In the minority of cases where behavioral interventions for tics were reported, contingent aversive consequences were reported to be ineffective or counterproductive, while positive reinforcement for modifying tics reportedly produced some successful results. The identification of research-validated academic accommodations and increased involvement of school psychologists are suggested as necessary and potentially helpful supports for students with TS and their teachers.
Behavior modification, 2005 · doi:10.1177/0145445505279383