Treating Tics and Tourette’s Disorder in School Settings

Michael L Sulkowski, Joseph F. McGuire, Andrew Tesoro

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Children with Tourette’s Disorder (TD) and other forms of tic disorders display a range of academic and psychosocial impairments that place them at risk for experiencing long-term negative life outcomes. Fortunately, effective treatments and interventions such as habit reversal training (HRT) have been developed and implemented in clinical settings to help these children. However, relatively few youth with tics and related sequelae receive effective treatments for their symptoms, often because of various treatment barriers (e.g., travel difficulties, limitations in trained practitioners). To overcome some of these barriers, educators and school-based mental health practitioners can provide a range of academic, social-emotional, and mental health supports to address the needs of youth with tics in school settings. In support of this notion, this article discusses various ways that members of school communities can help support the academic and social-emotional success of students with tics and related impairments.

Original languageEnglish (US)
Pages (from-to)47-62
Number of pages16
JournalCanadian Journal of School Psychology
Volume31
Issue number1
DOIs
StatePublished - Mar 1 2016

Fingerprint

Tic Disorders
Tics
Tourette Syndrome
Mental Health
Habits
Therapeutics
Students

Keywords

  • habit reversal training
  • school-based mental health
  • tics
  • Tourette’s disorder
  • Tourette’s syndrome

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Treating Tics and Tourette’s Disorder in School Settings. / Sulkowski, Michael L; McGuire, Joseph F.; Tesoro, Andrew.

In: Canadian Journal of School Psychology, Vol. 31, No. 1, 01.03.2016, p. 47-62.

Research output: Contribution to journalArticle

Sulkowski, Michael L ; McGuire, Joseph F. ; Tesoro, Andrew. / Treating Tics and Tourette’s Disorder in School Settings. In: Canadian Journal of School Psychology. 2016 ; Vol. 31, No. 1. pp. 47-62.
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