Tourette syndrome: A review and educational implications

Bauer, Anne M.; Shea, Thomas M.

doi:10.1007/bf02408556

Cited by 15 publications

(5 citation statements)

References 47 publications

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“…Researchers, in addition, have found that children with ADHD perform poorly on arithmetic tests and that, when their attentional problems are treated with stimulant medication, their math performance improves (BenedettoNasho & Tannock, 1999;Swanson et al, 1998). Other authors implicitly acknowledge the importance of attention by recommending the addition of structure within the classroom as a compensatory means for improving arithmetic performance in students with TS (Bauer & Shea, 1984;Harcherick, Carbonari, Shaywitz, Shaywitz, & Cohen, 1982).…”

Section: Introductionmentioning

confidence: 92%

Arithmetic performance in children with Tourette syndrome: Relative contribution of cognitive and attentional factors

Huckeba¹,

Chapieski

Hiscock

et al. 2008

Journal of Clinical and Experimental Neuropsychology

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The study addressed the issue of arithmetic deficiencies in children with Tourette syndrome (TS) as well as explanations for such deficiencies. A total of 47 children with TS were assigned to three subgroups based on a composite attention score from the Test of Variables of Attention (TOVA). These children, along with 17 normal controls between 8 and 16 years of age, were tested on standardized measures of IQ, attention, visuospatial ability, and arithmetic achievement. The children also were administered an experimental calculation task with two levels of structure. Children with TS scored below controls on tests of IQ, attention, and arithmetic achievement but not visuospatial ability. The TS subgroup with the greatest impairment of attention accounted for most of the differences in arithmetic achievement. Regression analysis, based on the 47 children with TS, indicated that IQ and TOVA scores were the best predictors of arithmetic achievement. Likewise, the experimental calculation task indicated that the poor performance of some children with TS could be attributed to deficient attention. Irrespective of structure, children in the TS subgroup with the greatest attentional impairment made more attention (but not visuospatial) errors than did controls on the experimental task. Thus, on both the standardized and the experimental tasks, poor arithmetic skill was found only in children with TS who had significant attentional deficits.

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Section: Introductionmentioning

confidence: 92%

Arithmetic performance in children with Tourette syndrome: Relative contribution of cognitive and attentional factors

Huckeba¹,

Chapieski

Hiscock

et al. 2008

Journal of Clinical and Experimental Neuropsychology

View full text Add to dashboard Cite

show abstract

“…cent advances, there is a clear need for data that can guide the daily management and educational programs of these children (Bauer & Shea, 1984). A necessary step in developing appropriate educational and management strategies with TS children is the identification of their intellectual, academic, and adaptive strengths and weaknesses.…”

mentioning

confidence: 99%

Intellectual, academic, and adaptive functioning of Tourette syndrome children with and without attention deficit disorder

Dykens

Leckman

Riddle

et al. 1990

J Abnorm Child Psychol

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The intellectual, academic, and adaptive strengths and weaknesses of 30, medication-free children (M = 10.5 years) with Tourette syndrome (TS) were assessed with a battery of standardized psychoeducational measures and the Vineland Adaptive Behavior Scales. Results indicated significant relative weaknesses in mental and written arithmetic, and relative strengths in reading achievement and abstract, logical thinking. Socialization skills emerged as a significant weakness in adaptive functioning. Comparisons between TS children with attention deficit disorder with hyperactivity (ADD-H) (n = 19) weakness in both groups in all areas assessed, but significantly lower performance IQs in TS subjects with ADD-H. These findings are discussed in relation to future research with TS children.

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“…There is some evidence that education apparently decreases misunderstanding by teachers and teasing by peers (Comings & Comings, 1987;Levi, 1991). Moreover, Bauer and Shea (1984), in a comprehensive review of TS research and its educational implications, concluded that a focus on empathy, acceptance, and friendship with regard to the individual with TS in the classroom is crucial to promoting positive social interactions.…”

mentioning

confidence: 99%

Children's Attitudes and Behavioral Intentions Toward a Peer with Tourette Syndrome

1996

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Examined children's ratings of attitudes and behavioral intentions toward a boy presented, on videotape, with or without symptoms of Tourette syndrome (TS). Effects of information about TS on these ratings were investigated as well as the influence of gender and grade. Children in Grades 3 and 5 were randomly assigned to one of three conditions: No TS, TS, or TS/information. On the attitude measure, children rated the peer presented with TS less positively than they did the peer presented without TS. On behavioral intention measures, no significant differences were found between conditions. Information about TS did not affect ratings. Implications of these findings as well as limitations of the study are discussed.

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Tourette syndrome: A review and educational implications

Cited by 15 publications

References 47 publications

Arithmetic performance in children with Tourette syndrome: Relative contribution of cognitive and attentional factors

Arithmetic performance in children with Tourette syndrome: Relative contribution of cognitive and attentional factors

Intellectual, academic, and adaptive functioning of Tourette syndrome children with and without attention deficit disorder

Children's Attitudes and Behavioral Intentions Toward a Peer with Tourette Syndrome

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