Tourette's Syndrome: A Multifactorial, Developmental Psychopathology

Spessot, Alexandra L.; Peterson, Bradley S.

doi:10.1002/9780470939406.ch11

Cited by 4 publications

(2 citation statements)

References 273 publications

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“…Evidence suggests that TS may result from an under-activation of basal ganglia structures at the neurofunctional level. This underactivation results in circuit dysfunctions that connect this subcortical structure to the frontal cortex, the so-called cortical-striatal-thalamocortical (CSTC) loop [ 2 , 3 , 4 , 5 , 6 ]. These CSTC circuit anomalies could also impact some neuropsychological functions in TS individuals [ 7 , 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…Comorbidity is associated with TS in approximately 90% of patients [ 10 , 11 , 12 ], attention-deficit/hyperactivity disorder (ADHD) being one of the most common [ 13 ]. Despite high comorbidity rates, previous findings suggest a specific cognitive profile in children with TS, showing mild attention, visuomotor integration, fine motor, and executive function (EF) deficits [ 6 , 9 , 14 ]. Since EF involves prefrontal and subcortical structures, it seems reasonable to expect that the structural and functional abnormalities of the CSTC loop found in TS might explain, at least in part, the tic expression and lead to EF deficits [ 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

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Capturing Subtle Neurocognitive Differences in Children with and without Tourette Syndrome through a Fine-Grained Analysis of Design Fluency Profiles

Tessier

Desmarais

Leclerc

et al. 2022

JCM

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Background: Tourette syndrome (TS) can be accompanied by neurocognitive impairment. Only a few studies have focused on executive function assessment in TS using design fluency, providing preliminary results. This study aimed to characterize the detailed design fluency profile of children with TS compared with neurotypical children, while addressing the central concern of frequent comorbidities in studies on TS by considering tic severity and attention-deficit/hyperactivity disorder (ADHD) symptoms and diagnosis. Methods: Sixty-one children aged between 6 and 15 years participated and were divided into a TS group (n = 28 (with ADHD n = 15)) and a control group (n = 33). Our objective was addressed by examining a wide range of measures of the Five-Point-Test, presumably sensitive to frontostriatal dysfunction. The total number of designs, repetitions, repetition ratio, unique designs, and numerical, spatial, and total strategies were examined for the total duration of the test (global measures) and at five equal time intervals (process measures). Results: The TS group produced significantly fewer numerical strategies. Groups did not differ in other global or process measures. ADHD did not affect performance. Conclusions: Children with TS do not inherently show general executive dysfunction but may present with subtle neurocognitive characteristics here revealed by comprehensive design fluency profiles.

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