1. PRESENTED BY: CAITLIN AMIGONE Tourette ’ s Syndrome

2. What is Tourette ’ s Syndrome A chronic disorder that has both motor and vocal tics. It is usually inherited, and starts between the ages of 6 and 10 years old. Tourette's syndrome tends to progress and become most severe during puberty and then stabilizes in adulthood.

3. PREVALENCE It is not known exactly how many people have Tourette Syndrome (TS). A Centers for Disease Control and Prevention (CDC) study has found that 3 of every 1,000 children 6 through 17 years of age and living in the United States have been diagnosed with TS based on parent report; this represents about 148,000 children. Other studies using different methods have estimated the rate of TS at 6 per 1,000 children. Among children with TS, 27% have been reported as having moderate or severe forms of the condition. TS affects people of all racial and ethnic groups. Males are affected three times more often than females. A TS diagnosis is twice as likely among non-Hispanic White people than among Hispanic and non-Hispanic Black people. A diagnosis of TS is twice as common among children 12 through 17 years of age as among those 6 through 11 years of age.

4. DEFINITION FROM IDEA Tourette syndrome is a neurobiological disorder characterized by tics (involuntary, rapid, sudden movements) and/or vocal outbursts that occur repeatedly. It’s an inherited, neurological disorder that is first noticed in childhood, usually between the ages of 7 and 10. The syndrome is four times as likely to occur in boys as in girls. Tourette syndrome was once strongly associated with the exclamation of obscene words or socially inappropriate remarks. In fact, only a small minority of people with Tourette’s have this symptom. For most, Tourette’s involves: tics, along a range of simple (e.g., rapid eye-blinking, facial grimacing, shoulder-shrugging) to complex (involving several muscle groups, such as hopping, bending, or twisting); and vocalizations, also along a range of simple (throat-clearing, sniffing, grunting) to complex (involving words or phrases).

5. WHAT ARE TICS? Tics are any sudden, rapid, recurrent, no rhythmic, involuntary actions or vocalizations. There are two types: Motor tics Vocal tics Motor Tics: Any involuntary, rapid, sudden movement (usually of muscles). There are both simple and complex motor tics. Vocal Tics: Any involuntary, rapid, sudden vocalizations. They are any tics that involve the larynx, tongue, throat, sinuses, or mouth. There are both simple and complex vocal tics.

6. MOTOR TICS Simple Tics Are completely meaningless and are sometimes mistaken for muscle spasms. They usually involve only one muscle group per tic. Examples: Eye blinking, head swaying, foot tapping, and shoulder shrugging. Complex Tics Use more than one muscle group and often appear to have a purpose. Quite similar to the compulsions of Obsessive Compulsive Disorder (OCD). Examples: Pulling at clothes, punching, and kicking.

7. VOCAL TICS Simple Tics Are completely meaningless and usually use only one muscle group. Examples: Grunting, snorting, clicking, coughing, and sniffing. Complex Tics Tics that are long and intricate. Examples: Barking, whistling, coprolalia, echolalia, and palilalia.

8. COMMON CHARACTERISTICS common simple tics include eye blinking and other eye movements, facial grimacing, shoulder shrugging, and head or shoulder jerking. repetitive throat-clearing sniffing grunting sounds

9. EDUCATIONAL IMPLICATIONS TS often function well in the regular classroom, ADHD, learning disabilities, obsessive-compulsive symptoms, and frequent tics can greatly interfere with academic performance or social adjustment. After a comprehensive assessment, students should be placed in an educational setting that meets their individual needs. Students may require tutoring, smaller or special classes, and in some cases special schools. All students with TS need a tolerant and compassionate setting that both encourages them to work to their full potential and is flexible enough to accommodate their special needs. Setting should be private, exams outside the regular classroom, or even oral exams when the child's symptoms interfere with his or her ability to write. Untimed testing reduces stress for students with TS.

10. ASSISTIVE TECHNOLOGY Recording Devices Can Help Students Retain Information Pre-Recording Class Presentations on Video Can Reduce Stress Word Processors and Speech-to-Text Software Are Useful for Writing Tasks Reader Software Makes Reading Easier for Students with Visual Tics Productivity and Organization Tools for Students with Tourette Syndrome

11. RELATED SERVICES Genetic studies. Understanding the genetics of TS genes may strengthen clinical diagnosis, improve genetic counseling, lead to the clarification of pathophysiology, and provide clues for more effective therapies. Neuroimaging studies. Advances in imaging technology and an increase in trained investigators have led to an increasing use of novel and powerful techniques to identify brain regions, circuitry, and neurochemical factors important in TS and related conditions. Neuropathology. This increase, coupled with advances in neuropath logical techniques, has led to initial findings with implications for neuroimaging studies and animal models of TS. Clinical trials. A number of clinical trials in TS have recently been completed or are currently underway. These include studies of stimulant treatment of ADHD in TS and behavioral treatments for reducing tic severity in children and adults. Smaller trials of novel approaches to treatment such as dopamine agonists and glutamatergic medications also show promise. Epidemiology and clinical science. Careful epidemiological studies now estimate the prevalence of TS to be substantially higher than previously thought with a wider range of clinical severity.

12. ADDITIONAL RESOURCES Buehrens, A. (). Hi, I'm Adam: A Child's Book About Tourette Syndrome. : Hope Pr (November 1990). -A child's story of how it feels to have Tourette syndrome and hyperactivity (Attention deficit hyperactivity disorder). Shimberg, E. (1995). Living With Tourette Syndrome. : Touchstone; Original edition. -Living with Tourette's syndrome talks about information on coping with all aspects of the disease from diagnosis to treatment and includes practical information on dealing with particular issues that can arise at school and work. Haerle, T. (2003). Children with Tourette Syndrome: A Parent's Guide. : Woodbine House. -A handbook for parents of children and teenagers with Tourette syndrome, an often misunderstood neurological disorder. Written by a team of professionals and parents, the book covers medical, educational, legal, family life, daily care, and emotional issues, as well as explanations of related conditions.

13. MORE ADDITIONAL RESOURCES http://www.tourettesyndrome.net/wp- content/uploads/nysednetversion.pdf http://www.tourettesyndrome.net/wp- content/uploads/nysednetversion.pdf -Shows and explains very detailed facts about children in the education who suffer with this. A Cursing Brain?: The Histories of Tourette Syndrome by Howard I. Kushner Review by: Roger D. Freeman The Quarterly Review of Biology, Vol. 76, No. 3 (Sep., 2001), pp. 397-398 -This articles overall explains how Tourette Syndrome effects your brain.

14. REFERENCES Tourette Syndrome Fact Sheet. (2012, January 1).. Retrieved, from http://www.ninds.nih.gov/disorders/tour ette/detail_tourette.htm http://www.ninds.nih.gov/disorders/tour ette/detail_tourette.htm Tourette Syndrome. (n.d.).. Retrieved, from http://www.medicinenet.com/tourette_ syndrome/article.htm http://www.medicinenet.com/tourette_ syndrome/article.htm Tourette Syndrome (TS). (n.d.).. Retrieved, from http://www.cdc.gov/ncbddd/tourette/data.html http://www.cdc.gov/ncbddd/tourette/data.html