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Thread: TS Is More Than Tics: (Other Important Issues to be Considered)

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    Post TS Is More Than Tics: (Other Important Issues to be Considered)

    TS is More than Tics (Other Important Issues to be Considered)
    by Kathleen J. Giordano, TSA Education Specialist
    Tourette Syndrome Association (U.S.)
    posted August 26, 2013

    Tourette Syndrome and its related disorders can manifest as behaviors that often appear to be
    purposefully disruptive, attention seeking or manipulative. Educators dont need to be experts, but a certain level of familiarity with the most common difficulties is essential.

    Its important to have a general knowledge of symptoms and difficulties, along with the ability to recognize
    their impact on each child.

    The following is taken from the Comments section of the Federal Regulations published Monday, August 14, 2006 during the reauthorization of the Individuals with Disabilities Education Act in 2004:

    we do believe that Tourette syndrome is commonly misunderstood to be a behavioral or emotional condition, rather than a neurological condition. Therefore, including Tourette syndrome in the definition of other health impairment may help correct the misperception of Tourette syndrome as a behavioral or conduct disorder and prevent the misdiagnosis of their needs. Changes: We have added Tourette syndrome as an example of an acute or chronic health problem in 300.8(c)(9)(i).




    I believe the author of the article on the TSA site, Kathleen J. Giordano, TSA Education Specialist, has provided a comprehensive overview of how Tourette Syndrome, along with the various combinations of comorbidities (associated disorders) that can frame a child with a diagnosis of Tourette Plus.

    Tourette is not just tics, but can be a combination of neurological and psychiatric symptoms that require a competent assessment, so that the specific areas that interfere with daily activities or quality of life of the child can be addressed.

    It would be unrealistic to expect that all symptoms can be eliminated, so you have to pick your battles, and prioritize the symptoms that need to be addressed.

    The last paragraph of the article seems most relevant:

    (Source) - Working with the unique problems of children with TS often becomes a matter of trial and error. Many times a support will work for a while and then will need to be altered as situations, tasks, and people change. Maintaining a file describing strategies that have been successful or unsuccessful can be a valuable aid in this process.

    The role of educators is to carefully examine a situation that is creating difficulty for the student and to look for clues that may suggest an explanation for the problem. Recognizing alternative strategies to assist the student instead of relying on punishments and negative consequences is of the utmost importance.



    The complete article is too long to post in its entirety, so a copy is attached to this post for download / viewing / printing. It can also be viewed on its original web page
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