Students with Tourette Syndrome, Obsessive/Compulsive
Disorder (Bipolar), and
Attention Deficit Hyperactivity Disorder
Tourette Syndrome
Tourette
Syndrome (TS) is a neurological disorder characterized by tics -
"involuntary," rapid, sudden movements that occur repeatedly in the
same way. To receive a diagnosis of TS a person must have both multiple motor
and one or more vocal tics, not necessarily simultaneously, throughout a span
of more than one year. The tics may occur many times a day (usually in bouts)
nearly every day or intermittently. Tics periodically change in the number,
frequency, type and location and wax and wane in their severity. Symptoms can
sometimes disappear for weeks or months at a time. While most persons with TS
have some control over their symptoms from seconds to hours at a time,
suppressing them may merely postpone more severe outbursts. Tics are
experienced as irresistible and (as the urge to sneeze) eventually must be
expressed. Tics increase as a result of tension or stress and decrease with
relaxation or concentration on an absorbing task.
Other
symptoms include obsessions, compulsions, impulsions, and mood lability.
Co-morbid
syndromes include Attention-deficit Hyperactivity Disorder, Anxiety Disorders
including phobias, Separation Anxiety Disorder, Panic Disorder, and Mood
Disorder including Unipolar (depression) and Bipolar (Manic Depression)
Affective Disorder.
Quick Facts About Tourette Syndrome
(TS)
·
Tic Disorders appear
to be on a spectrum
·
Transient Tic Disorder
- Chronic Motor (or Chronic Vocal) Tic Disorder - Tourette Syndrome - Obsessive
·
Compulsive Disorder
·
Prevalence for TS may
be 0.1 to 1.0% of the population; for tics, around 20% of the population may
have a tic at some time in life
·
the male:female ratio
for TS is 3-4:1 (although some of this may be accounted for by referral bias)
·
Diagnostic criteria
for TS requires both motor and vocal tics, for over one year's duration, with a
waxing and waning course (changes in tic severity and location)
·
Coprolalia
(profanity), the most spectacular of the symptoms, is seen in only a minority
(from 15-30%) of those with TS
·
Onset of TS is always
before age 15; mean age of onset of motor tics is 7; mean onset for vocal tics
is 9
Motor Tics
Simple
Motor Tics:
eye
blinking, eye rolling, squinting, head jerking, facial grimacing,
nose-twitching
lip
smacking, tongue thrusting, mouth opening, leg jerking, arm flexing or flapping
and many others
Complex
Motor Tics:
hitting
self or others, jumping, touching self or others, smelling hands or objects,
clapping, pinching
touching
objects (haphemania), stooping, hopping, kicking, throwing, squating, skipping,
somersaulting, stepping backwards, deep knee bending, foot tapping, foot
shaking, foot dragging, chewing on clothes, scratching, kissing self or others,
pulling at clothes, or about any other combination of movements done repeatedly
Vocal Tics
Simple
Vocal Tics:
Throat
clearing, grunts, sniffs, snorts, squeaking, coughs, humming, screams,
spitting, puffing, sucking inspirations, whistling, honking, stammering or
stuttering, hissing, laughing, shouts, barking, moaning, guttural sounds, noisy
breathing, gasping, gurgling, squealing, clicking or clacking, hiccups,
"tsk" & "pft" noises
Complex
Vocal Tics:
Any
understandable words or phrases (may include echoing)
Associated Symptoms
·
Echolalia (repeating
of phrases), immediate or delayed
·
Palallia (repeating
words or syllables)
·
Coprolalia (speaking
obscenities or socially taboo phrases)
·
Copropraxia (obscene
gestures)
·
Stuttering
·
Apraxia (inability to
carry out an action, such as reading, without neurological cause)
Attention-Deficit/Hyperactivity
Disorder (ADHD)
Hyperactivity
with or without Attention Deficit disorder (ADHD) occurs in many persons with
TS, approximately 60%. Children may
show signs of hyperactivity before TS symptoms appear. Adults may exhibit signs
of ADHD such as overly impulsive behavior and concentration difficulties.
The
cardinal features of ADHD include: poor concentration, impulsivity, and
hyperactivity. Subtypes include:
Predominately
Inattentive Type, and the Predominately Hyperactive-Impulsive Type.
1.Often
fidgets with hands or feet or squirms in seat
2.Has
difficulty remaining seated when required to do so
3.Is
easily distracted
4.Has
difficulty waiting turn in games or group activities
5.Often
blurts out answers to questions before they have been completed
6.Has
difficulty following through on instructions from others
7.Has
difficulty sustaining attention in tasks or play activities
8.Often
shifts from one uncompleted activity to another
Behavioral
Concerns
·
Quick temper
·
Overaction
·
Mood changes
·
Difficulties with
impulse control
·
Oppositional behavior
·
Defiant behavior
Academic
Problems due to Tourette Syndrome Symptoms
·
Has difficulty
organizing work
·
Has difficulty playing
quietly
·
Often talks
excessively
·
Often interrupts or
intrudes on others
·
Often does not seem to
listen to what is being said
·
Often loses things
necessary for activities at school or at home
·
Often engages in
physically dangerous activities without considering possible consequences
Movement
and Psychological Definitions:
Tics:
rapid, repetitive, stereotyped motor movements or vocalizations. Tics run the
spectrum from involuntary to more compulsive-like (voluntary); tics can be
suppressed, usually abate during sleep. A division occurs into simple and
complex tics. There also seem to be "sensory tics."
Examples:
·
Simple motor tics: eye
blinking, grimacing, puckering
·
Complex motor tics:
touching, shouting, combinations of movements
·
Simple vocal tics:
barks, coughs, grunts, squeaks
·
Complex vocal tics:
words and phrases, coprolalia
Obsessions: are stereotyped, irresistible thoughts, ideas,
images, that produce anxiety, and are "intrusive" into the patient's
thinking. These obsessions are recognized as senseless; also recognized as the
person's own thoughts. Attempts are made to suppress and control the
obsessions.
Examples:
·
contamination -
obsessions about germs, chemicals, and other contaminants;
·
disease - obsessions
about a skin disorder or AIDS
·
sexual - fears of
aggressive sexual impulses towards others or self
·
harm - obsessions
about harming self, or others (typically children or spouse)
·
doubting reality -
fears of tainted perceptions that may lead to disaster or death, doubting one
locked the doors or turned off the stove burners, or fearful one hit a
pedestrian
·
"just right"
obsessions.
Compulsions: voluntary, often irresistible actions/behaviors
usually in response to an obsession, that relieves stress or is meant to
prevent something bad (like contamination) from happening. The patient
recognizes these compulsions as excessive or unreasonable.
Examples:
·
skin picking/hair
pulling - response to itching or skin obsession;
·
hand washing, wearing
gloves - responses to contamination obsessions;
·
touching self, others,
or objects - haphemania;
·
checking locks -
response to "doubting" obsessions;
·
hoarding objects
·
perfectionistic
obsessions.
Chorea:
quick, irregular movements of extremities (mostly distal); not as stereotyped
or repetitive as tics. Choreaform movements are associated with caudate
degeneration or inflammation.
Examples:
Sydenham's
Chorea;
Huntington's
Chorea
Athetosis:
writhing, twisting movements of extremities.
Examples:
Huntington's
Disease;
Wilson's
Disease (hepatocerebral degeneration).
Tremor:
rapid rhythmic vacillating movements of limbs.
Examples:
pill
rolling tremor at rest (Parkinson's Disease);
essential
tremor; (also known as familial tremor)
Ballism:
rapid thrusting of arm.
hemiballism
(due to countra-lateral subthalamic damage)
Dystonia:
sustained spasm of muscle contractions; between spasms muscle tone is normal;
acutely, often caused by medications: neuroleptics such as Haldol, even Reglan,
or Compazine.
Example:
torsion
dystonia
Myoclonus:
sudden fast muscle movements; groups of muscles.
Example:
myoclonic
jerks during sleep; (caused by tricylic antidepressants)
Dyskinesias:
generic term for abnormal movements.
Examples:
Tardive
Dyskinesia: oral-boccofacial movements seen with neuroleptic use (Haldol); can
be tic-like, or produce tremors;
Acute
dyskinesias;
Extrapyramidal
movements such as torticollus, oculo-gyric crisis, Parkinsonian movements,
akathesia (restlessness)
Self-injury
(self-abuse): self inflicted injuries including lacerations, bruises (needle
sticks, etc); range from wrist cutting, to skin/scab/nose picking; instrument
injury; genital mutilation; head banging.
Examples:
·
head banging (Autism,
Tourette's, Mental Retardation);
·
skin picking (OCD);
·
self-inflicted
infections (Personality Disorders, Factitious Disorder - Munchausen's - and
Munchausen's by Proxy, malingering)
Obsessive-Compulsive Disorder
Obsessions consist of repetitive unwanted or bothersome
thoughts. Compulsive and Ritualistic Behaviors are when the person feels that
something must be done over and over and/or in a certain way. Research shows 50
to 60% of persons with TS also have Obsessive-Compulsive Disorder (OCD).
Obsessions
- Being
concerned with symmetry, exactness, cleanliness, order
- Needing
to know or remember things
- Overfocusing
on minute details
- Having
to have "JUST RIGHT" feeling
- Overfocusing
on one idea or action
- Overfocusing
on moral issues (right/wrong, fairness)
- Focusing
on specific numbers
- Being
concerned with colors of special significance
- Needing
to experience sensations (skin cut or burned)
- Having
a preoccupation with knives, scissors, blood
- Worrying
about harming self or others
- Worrying
that something terrible might happen (fire, death)
- Being
concerned about dirt or germs
- Thinking
about hoarding or collecting
- Thinking
about food and eating
- Thinking
about forbidden behaviors
- Engaging
in mental coprolalia (sexual thoughts, images, impulses)
- Having
aggressive thoughts, images, impulses
Compulsions
- Adjusting/readjusting
clothes to feel just right (socks, sleeves)
- Evening
things up (touching with one hand then the other)
- Overfocusing
on one idea or action
- Counting
or grouping objects
- Counting
objects over and over again
- Excessively
ordering and arranging objects
- Touching
objects an exact number of times
- Constantly
fiddling with objects or clothes
- Checking
and rechecking (doors, locks, windows)
- Repeating
actions (in/out door, up/down from chair)
- Needing
to say or do what told not to say or do
- Needing
to finish verbalizations if interrupted
- Needing
to start over if interrupted
- Repeatedly
asking the same question
- Having
to respond to verbalization even when unnecessary
- Persevering
on a task
- Not
being able to change to a new task or activity
- Echopraxia
(repeating the actions of others)
- Copropraxia
(making obscene gestures)
- Repeating
sounds, words, numbers, music to oneself
- Playing
computer video games over and over in mind
- Pallilalia
(repeating aloud own words)
- Echolalia
(repeating others' words)
- Coprolalia
(uttering obscene words)
- Touching
objects, others, self, wounds
- Sexually
touching self
- Sexually
touching others (breasts, buttocks, genitals)
- Picking
skin/sores
- Cutting
or burning skin
- Sucking
thumb
- Cracking
knuckles
- Vomiting
- Sniffing
or smelling hands or objects
- Licking
or biting others
- Excessive
handwashing, bathing, cleaning
- Erasing
repeatedly
- Writing
and rewriting until paper looks perfect
- Stealing
- Biting
nails
Medical Treatment of Tourette Syndrome
Abbreviations/Conventions
TS = Tourette Syndrome
OCD = Obsessive-Compulsive Disorder
ADHD = Attention-deficit Hyperactivity Disorder
LD = learning disability
Medical Treatment of Tics and Movements in TS
1.Neuroleptics (Haldol, Orap, Risperdal)
2.Clonidine
3.Serotonin Drugs (Prozac-like); Klonopin (benzodiazapine
with 5HT action)
Medical Treatment of OCD in TS
1.Serotonin Reuptake Inhibitors (SSRI): Prozac, Luvox,
Paxil, Zoloft
2.Anafranil (more side-effects)
3.Augment with dopamine agents (Orap) or Klonopin
Medical Treatment of Attention Deficit (ADHD) in TS
1.Ritalin
2.Tenex, clonidine
3.Tricyclics: imipramine, desipramine, Anafranil
(clomimpramine)
Other Medication Issues
Sensory symptoms
Biochemistry of TS
Environmental factors
Alerts for medication side effects at school
Goals of treatment
Medications for Tic Treatment
Neuroleptics (Haldol-like drugs)
haloperidol (Haldol), 0.5 mg - 5.0 mg/day
pimozide (Orap), 0.5 mg - 10 mg/day
risperidone (Risperdal), 1.0 - 6.0 mg/day
neuroleptic medication side effects: sedation; weight gain;
EPS: muscle spasms, tremors, restlessness; risk of tardive dyskinesia; skin
sensitivity; eyesight changes; anxiety; monitor liver, EKG (esp. Orap), EEG
Alpha-adrenergic drugs
gaunfacine (Tenex), 0.5 - 2.0 mg/day
clonidine (Catepres), 0.05 - 0.2 mg/day
Alpha-adrenergic medication side effects: lethargy;
drowsiness; deceased blood pressure; EKG changes
Medications for obsessive-compulsive (OCD) symptoms in TS
Serotonin Reuptake Inhibitors (SRIs, SSRIs)
Prozac, Zoloft, Paxil, Luvox
Very good for OCD & depression
SSRI side effects: gastrointestinal symptoms; restlessness; insomnia;
genital-urinary side effects
Anafranil (clomipramine, a tricyclic compound) may improve
obsessive-compulsive components of TS (also anti-depressant & anti-anxiety
medication
Side effects: dry mouth, constipation, urinary problems;
skin changes; lower blood pressure; monitor EKG, EEG, and liver
Medications for Attention Deficit
Ritalin
May not increase tics if used in reasonable dosages; may
decrease vocal tics
Improve concentration, impulsivity, hyperactivity
Ritalin side effects: anorexia, insomnia, irritability;
gastro-intestinal upset
Tricyclics (Anafranil, imipramine etc.)
Improve attention, impulsivity, hyperactivity
Also anti-depressant, anti-anxiety
Tricyclic side effects: dry mouth, constipation, urinary
problems; skin changes; lower blood pressure; monitor EKG, EEG, and liver
Alpha-drugs
clonidine, Tenex
improves attention
Alpha-adrenergic medication side effects: lethargy;
drowsiness; deceased blood pressure; EKG changes
Sensory Symptoms
"Just right" feeling
Premonitory urge (sensation or pressure immediately before a
tic)
Restless Legs Syndrome
Because of these sensations the movements are more like
compulsions,
Therefore, many movements are voluntary-like
Environmental Factors in Tourette's Syndrome
11 factors resulted in decreased symptoms: visits to
doctor's office, relaxed reading, talking to friends
17 factors increased the tics: anxiety, emotional trauma,
social gatherings
Other factors were neutral
School
Poor attention in achool may be due to:
1.Tic severity
2.Medication
3.Executive dysfunction (cognitive dysfunction)
4.Social consequences of a stigmatizing disorder
5.Coexistent ADHD, OCD or other disorders
Classroom
Modifications for Students with TS, OCD, and ADHD
Material Presentation
- Break
assignments into segments of shorter tasks
- Introduce
one concept at a time, with as few words as possible, checking for
understanding and having student repeat back the directions for a task
- Provide
a model of end-product of directions (completed math problem, finished quiz,
etc.)
- Introduce
an overview of long-term assignments (written and verbal) so student knows
what will be expected and when it will be due
- Break
long-term assignments into small, sequential steps, with daily monitoring
and frequent grading
- Alert
student's attention to key points with such phrases as: "This is
important. Listen carefully."
- Number
and sequence the steps in a task
- Explain
learning expectations to student before beginning lesson
- Allow
student to obtain and retain information by utilizing tape recorders,
computers, calculators and dictation
- Highlight
important concepts to be learned in text
- Provide
outlines, study guides, copies of overhead presentations to reduce
frustration with visual-motor integration and encourage concentration on
lesson
- Shorten
assignments based on mastery of key concepts
- Provide
incentives for beginning and completing material
- Teachers
need to check that all homework assignments are written down correctly,
providing assistance when needed
- Assignment
sheets should be separate from behavior reports
- Provide
written and verbal directions with visuals when possible
- Give
alternative assignments rather than long written assignments
- Modify
expectations based on student's needs
Classroom Environment
- Provide
use of study carrel when necessary
- Seat
student in area free from distractions, allowing ample space for motor
"tics"
- Allow
older student input as to seating arrangement
- Eliminate
all unnecessary materials from student's desk to reduce unwanted
distractions
- Use
checklists to help student get organized
- Provide
opportunities for movement
- Keep
an extra supply of pencils, books, etc. in classroom
- Provide
a duplicate set of books to remain at home during the school year
- Many
persons with TS, ADHD and OCD have feelings of claustrophobia, so small
rooms may cause more ticking and stress
- Allow
student frequent breaks from classroom to release tics and excess energy
(drinks, restroom trips, errand runner, etc.)
- Provide
a quiet place for student when tics are severe
- Have
an agreed-upon cue for student to leave classroom
- Develop
individualized rules for student if necessary to accommodate severe
impairments
- Provide
flexible classroom structure according to student's needs
- Provide
a quiet classroom during intense learning times
- Reduce
visual distractions in classroom
- Seat
student away from windows or doorway
- Provide
unobstructed view of chalkboard, teacher, etc.
Time Management/Transitions
- Alert
student with several reminders, several minutes apart, before changing
from one activity to another (classroom changes, lesson changes, recess,
lunch, etc.)
- Provide
additional time to complete a task
- Allow
extra time to turn in homework, without penalty
- Since
many children with TS and OCD expend a large amount of energy suppressing
"tics" at school, a reduction in the amount of homework may be
necessary by as much as 50%
- Reduce
amount of work (odd numbers vs. all problems)
- Space
short work periods with breaks
- Alternate
quiet and active times, allowing for transition time
Math
- Allow
use of calculator without penalty
- Require
fewer problems to attain passing grade
- Provide
a table of math facts for reference
- Provide
fewer problems on worksheet
- Read
and explain story problems, breaking into smaller steps
- Use
graph paper or notebook paper turned sideways to keep problems in columns
Grading and Tests
- Provide
a quiet setting for test taking, allowing test to be read to student, if
necessary, and allowing for oral responses
- Exempt
student from district-wide tests if necessary
- Divide
tests into smaller sections
- Grade
spelling separately from content
- Use
typed tests, not cursive
- Allow
as much time as needed to take tests
- Provide
movement and breaks during tests
- Provide
partial grade based on individual progress or effort
- Permit
student to retake tests until passed
- Mark
only correct answers
- Permit
student to rework missed problems for better grade
- Change
percentage of work required for passing grade
- Avoid
all timed tests
Behavior
- Avoid
confrontations during transition times by allowing student to leave a
couple minutes early; to walk with teacher at front of the line; place a
responsible student behind TS student
- Seat
TS student next to a responsible student to help in staying on task
- Modify
school rules that may discriminate against a child with a neurological
disorder
- Amend
consequences for rule violations (reward forgetful student for remembering
to bring pencils to class, rather than punishing the failure to remember)
- Develop
an individualized behavior plan for the classroom that is consistent with
the student's ability - most
- classroom
behavior modification plans were not intended for use with children with
attention, behavior or learning disabilities
- Arrange
for student to voluntarily leave classroom and report to designated
"safe place" when under high stress
- Ignore
behaviors that are not seriously disruptive
- Develop
interventions for behaviors which are annoying but not deliberate (i.e.,
provide a small piece of foam rubber for desk of student who continually
taps a pencil on desktop)
- Be
aware of behavioral changes, which relate to medication or length of
school day; modify expectations
- Develop
a "system" or code word to let a student know when behavior is
not appropriate
- TS
students should not be placed in in-school suspension due to the
restraints
Reading
- Allow
student to sit in comfortable position
- Allow
student to use marker to follow along
- Allow
recorded textbooks or reader
- Allow
student to read aloud to himself, to another student, or into a tape
recorder
- Have
student read comprehension questions before reading passage
- Encourage
student to use headphones to block out auditory distractions
- Break
reading assignments into smaller segments
Organization
- Establish
daily routine and attempt to maintain it
- Make
clear rules and be consistent enforcing them
- Provide
notebook with organized sections such as: zip-lock bag for assignments
due, extra pencils and supplies; class schedule; assignment sheet;
color-coded dividers to match books; three-hole punch to fit notebook
- Avoid
cluttered, crowded worksheets by utilizing techniques such as:
· Blocking:
Block assignments into smaller segments
· Cutting/Folding:
Cut or fold worksheets into fourths, sixths or eighths and place one problem in
each
· square
· Color-Coding,
Highlighting, or Underlining: Emphasize important information on which the
student
· needs
to focus
· Hand
out written assignments with expected dates of completion typed or written on
one corner
Handwriting
- Provide
a computer for student
- Use
worksheets that require minimal writing
- Provide
a designated note taker, a copy of another student's notes or teacher's
notes (do not expect a poor note taker or a student with no friends to
make arrangements with another student for notes)
- When
using videotapes, provide printed outline
- Provide
printed copy of assignments or blackboard directions
- Do
not return handwritten work to be recopied
- Avoid
large amounts of written work (both in class and homework)
- Encourage
student to select method of writing which is most comfortable (cursive or
manuscript)
- Set
realistic and mutually agreed upon expectations for neatness
- Let
student tape record or give answers orally instead of writing
- Avoid
pressures of speed and accuracy
- Reduce
amounts of board work copying and textbook copying; provide student with
written information
- Grade
on content, not handwriting