Tic-related school problems: impact on functioning, accommodations, and interventions.

摘要: Children with Tourette's syndrome (TS) are statistically overrepresented in special education classes; however, the extent to which tics contribute such placement is unclear. In this article, results of a survey parents or guardians 71 children and adolescents TS described within broader context discussing impact educational practices. One half respondents reported moderate significant tic-related academic impact, 48% peer problems. Peer in-school counseling were generally not offered nor provided. minority cases where behavioral interventions for reported, contingent aversive consequences be ineffective counterproductive, while positive reinforcement modifying reportedly produced some successful results. The identification research-validated accommodations increased involvement school psychologists suggested as necessary potentially helpful supports students their teachers.