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Tourette and Tics Learner Objectives: 1. Integrate the student’s diagnosis of Tourette or tic disorders with the school service model through the use of 504 or Special Education. 2. Utilize the role of the LSSP in partnership with parents, teachers, and the student. 3. Understand the uniqueness of each student and The LSSP role for 504 or how that impacts development of the FBA, BIP, and Special Education service plan. 4. Have resources at the ready for Monday morning.
Sandra Buffolano, NCSP LSSP 2018
Professional background Coping with Tourette Syndrome • LSSP –M.A. Univ of Houston‐ Clear Lake • Diagnostician –M.Ed. UH Main campus • Teacher – General Ed. and Special Ed. SUNY • In home trainer and Evaluator • Parent –daughter diagnosed 1998 • Tourette Association of America volunteer and A Workbook For Kids trainer‐ 1996 to present With Tic Disorders New Harbinger Publications • Support group leader 2008 • Author –two publications
Sandra Buffolano, NCSP LSSP 2018
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Tourettes and Tics Toolbox DSM‐5 Tic Disorders:
• Differentiate criteria for Tourettes, tic disorders, and related conditions • Tourette’s Disorder • Identify tics • Document tics • Persistent Motor or Vocal Tic Disorder • Roles: Consultation/Accommodations Specify: with motor tics only • Resources: community, FBA, BIP, IEPs with vocal tics only • Know where your resources are for parents, • Provisional Tic Disorder teachers, schools, and children • Other Specified Tic Disorder‐ reason • Unspecified Tic Disorder –no reason
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Tourette’s Disorder What is commonly referred to as • have BOTH multiple motor tics (for example, blinking or Tourette Syndrome, Tourettes, TS? shrugging the shoulders) and vocal tics (for example, humming, clearing the throat, or yelling out a word or phrase), although they might not always happen at the same time. • have had tics for at least a year. The tics can occur many A complex neurobiological disorder with a spectrum of tics and times a day (usually in bouts) nearly every day, or off and associated behaviors on. • have tics that begin before he or she is 18 years of age. 3‐4 Male to 1 Female • have symptoms that are not due to taking medicine or other drugs or due to having another medical condition (for .05% to 1% of the population example, seizures, Huntington disease, or postviral encephalitis).
Sandra Buffolano, NCSP LSSP 2018
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Handout Also available in…
• Chinese • French • Spanish
Tourette Association of America
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Other tic and OCD related disorders P.A.N.S. P.A.N.D.A.S. • “The only thing that is consistent about Tourettes is the inconsistency of symptoms • Pediatric • Pediatric and related issues. Students may perform • Acute‐onset • Auto‐immune well one day and then perform poorly the next day.” • Neuro‐psychiatric • Neuro‐psychiatric • Syndromes • Disorders • Associated with Not linked to Strept • Streptococcal infection • Kathy Giordano, Tourette Association Educational Specialist
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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P.A.N.D.A.S.
• Identified by medical doctors • Lingering reluctance to diagnose within medical community –controversial • currently no conclusive diagnostic blood or neurological tests to be relied on. • There is a temporal relationship between a streptococcal infection and the abrupt onset and
exacerbation of OCD and tics http://www.pandasnetwork.org • Common treatment – antibiotic series
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Can LSSPs diagnose Tourette Disorder, Tic Disorders, PANDAS, PANS? Tics
• Motor: • Vocal – Phonic: • NO……. but they can be crucial in documenting the onset of tics that may lead to an earlier diagnosis • ‐ Simple • ‐ Simple • They can identify evidence of tic and OCD disorders • Ex. Blinking, grimacing • Ex. Throat clearing, in the context of a psychological simple sounds • They can report tic symptomology in the context of a • ‐ Complex written observation or consultation • Ex. Kissing, pulling at • ‐ Complex • They can and should use an FBA as an appropriate clothes, touching • Ex. Words, echolalia, educational tool that drives the BIP and Behavior IEP‐ role playing 2 people informational and appropriate
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Incidences of Tics Function of Tics vs OCD vs Self‐stim
• Within school age children: TICS OCD • It’s like an itch • It’s an action you have to do to relieve anxiety • You have to scratch it to • Example: Touch something 3 • 1 in 100 boys stop thinking about it. times vs • 1 in 300‐400 girls • Example: touching right index finger to nose • SELF STIM • Do it when over or under stimulated to get sensory Based on data from the Texas Tourette feedback Association • Example: pinching self
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Which are these? Tics, OCD, or Self Tools for tic documentation for LSSPs Stim? • Excessive blinking • Anecdotal • Re‐writing a word over and over to get it right • Checklists • Checking and rechecking the front door lock • Formal observations • Flushing toilet and watching water go down drain • * Licking pencil • Interviews • *Punching self in stomach Are there items on formal rating scales? • *Singing the same commercial over and over • Yes – minimal items • * Repeating lines from movies • But – accidental assumptions about some items • * Rocking back and forth that lead to other diagnosis such as AU, ODD
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Evidence on rating scales? Conners 3
• Teacher Conners 3: •MHS: Conners Comprehensive Behavior Rating Scale –CBRS self report • 19. Fidgeting • 45. Is constantly moving ‐ item 21 “ I make sounds that are hard to • 71. Is noisy and loud when playing or using control (like clearing my throat or sniffing) free time ‐ item 95 “I have muscle twitches that are hard • 98. Fidgets or squirms in seat to control (like blinking a lot or jerking my head) • 99. Restless or overactive
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Pearson BASC‐3 Teacher ages 6‐11 Pearson BASC‐3 Parent ages 6‐11
• Speaks out of turn during class • 30 Engages in repetitive movements • Has trouble staying seated • 32 Is overly active • Disrupts the schoolwork of other children • 73 Has poor self control • Has poor self‐control • Acts without thinking • 93 Fiddles with things while at meals • Cannot wait to take turn • 99 Is in constant motion • Acts out of control • 114 Disrupts other’s activities • Does strange things/acts strangely • 115 Acts strangely • Picks at things like own hair, nails, or clothing • 122 Says things that make no sense • Babbles to self • 145 Does strange things • Seems odd • 171 Does weird things • Annoys others on purpose • Engages in repetitive movements
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Autism Spectrum Rating Scales Other Tools for identification of tics
• Unusual Behaviors scale: • Checklists – handouts • Have a strong reaction to any changes in routine • Use an odd way of speaking • Formal checklist • Repeat certain words or phrases out of context • Clinical Observation form • Insist on doing things the same way each time • V1=verbal tics • Flap hands when excited • Need things to happen just as expected • V2= motor tics • Twirl, spin, or bang objects • Repeat or echo what others said • Multiple checklists/observations are key
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Formal checklist in Clinical Observation form handouts.
2 pages Page 1 of 3
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Clinical Observation Totals example
Page 1 of 3 Page 3 of 3 Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Qualitative evidence Student Interview & testing
• 1. Reassure student that he/she is allowed to move around, make noises and take breaks during your • Observations ‐ # of tics per 30’ period time with them. • Checklists • 2. Watch for suppression techniques: Write up‐ see handouts for examples • ‐ sitting on hands • ‐ putting arms in shirt or folding legs into chair • Interviews: • ‐ coughing and masking • ‐ Parent Interview worksheet • 3. Continue to observe throughout testing • ‐ Student –Interview & informal checklist
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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EXCERPTS FROM COPING WITH TOURETTE SYNDROME Student interviewing cont. WORKBOOK PAGE 16
Introduction: • If tics have been verified with parent and it is When Ethan’s doctor first explained about tics, … he OK to discuss with student: only then do you explained that there are two kinds of tics: vocal tics and discuss tics with student in interviews motor tics. Vocal tics are sounds, like sniffing or coughing. Repeating words or lines from a movie are also vocal tics. Motor tics involve movement, like • identify what tics are blinking or jerking. • Use pp 16‐17 from workbook see next slide Ethan thought about his own tics, and he realized that they were different at different times…
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
page 17: Directions Tics are sounds or movements that you do over and over and have a hard time stopping.. Use a highlighter to mark tics that you have had.
• Sounds (Vocal Tics) Movements (Motor Tics) • Clearing your throat Blinking • Humming Moving your eyebrows or nose • Sniffing Making faces • Smacking your lips Moving your shoulders • Kissing Putting your arm out • Clicking your tongue Bending over • Grunting Hopping • Whispering Jumping • Hawking Shaking, jerking, or rolling your head • Spitting Pulling at your clothes • Blowing raspberries Smelling • Coughing repeatedly Tensing your muscles • Repeating words Kicking • Whistling Biting • Cursing Cracking your knuckles or joints • Barking Touching other people • Imitating others Touching things • Other ______Other ______
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Does TS get delayed as a diagnosis? Let’s meet some kids with Tourette at YES ‐‐‐‐‐‐‐‐‐‐Derailed diagnosis camp • http://www.tourettetexas.org/camp/ • Blinking –ophthalmologist • Throat clearing –ENT • Head shaking –head shave by the barber • ADHD –often first diagnosis • Produced by Baylor College of Medicine in • Echolalia and those similar to PDD Houston, Texas‐ a Tourette Association of • Shaking/motor – suspicion of seizures America’s Center of Excellence • Tantrums and RAGE –exorcism? • 12 minute video
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Video TS Camp Coprolalia
• Produced through Baylor College of Medicine • Relative to age and might include racial slurs: “butt” for 4 yr old child; X rated movie line for adult • Different for every individual, inconsistent, change • https://www.bcm.edu/healthcare/care‐ periodically, wax and wane and are increased by stress. centers/parkinsons/videos/tourette‐ • The inconsistency of a child with Tourette to inhibit the use of inappropriate behaviors and statements adds to syndrome‐up‐close the difficulty of understanding the symptoms of this disorder. • The following is an example of coprolalia that may be misinterpreted as purposeful:
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Coprolalia Example: Disinhibition: no mental brakes
• A student with Tourette is being disciplined for what the teacher thought was said in a disrespectful manner. The teacher reported that every time she said that the class was going to have a test or • Examples of disinhibition might include excessive homework, the girl would say “damn it.” silliness, sassiness, uncensored and/or inappropriate • While this is certainly inappropriate for the student to say this, it may be a symptom of Tourette. Indeed, many of the students may comments, emotional outbursts, contextual swearing, have been thinking the same thing, but they were able to inhibit explosive anger, or oppositional defiance. these thoughts. • The student with TS was not able to inhibit blurting out inappropriate statements that appeared to be purposeful. • Inappropriate statements or behaviors can result from Perhaps the event of taking a test heightened her stress, contributed an inability to consistently apply “mental brakes” –the to her inability to inhibit, and made her tics worse. child cannot consistently stop himself from expressing thoughts or displaying actions that most students have the ability to control.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Comorbidity Comorbidity:
Attention Deficit Hyperactivity –50‐60% •Learning Disabilities –20‐30% •Autism Spectrum Disorders –not a rule out Obsessive Compulsive Disorder ‐ 30 ‐50% •Mood Disorders –30 ‐ 40% Coprolalia (obscene or inappropriate words)– •Anxiety Disorders including OCD –30‐40% 8 to 10% of those with Tourette •Other Disorders‐ various Copropraxia (obscene or inappropriate actions) – ‐ Trichotillomania, Intermittent Explosive up to 6% of those with Tourette Disorder, Conduct Disorder
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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What is “Tourette Syndrome Plus?” R.A.G.E.
• Typical Complex Cases: R.A.G.E. = Repeated • Tourette +OCD + ADHD Anger Generated • Tourette + ADHD + LD Episodes • Tourette + OCD + ADHD + Depression • Tourette + AU + ADHD More Tourette PLUS co‐morbid diagnoses = • Tourette + ADHD + Bipolar more likely to have R.A.G.E. • Tourette + OCD + Bipolar If Tourette only then < 10% likelihood that they will have anger control problems
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Less frequent but concerning‐ Conversion Disorder Conversion disorder sequence
• A physiological condition as a reaction to a neuro or psychiatric condition. Stress or trauma Symptoms • Example: sudden weakness, dropping to the ground, paralysis, stroke like on one side of the body, seizures/like, impaired vision, impaired hearing, loss of sensation GENDERS:
• Can come on suddenly and remain for Females> Unexplained by medical months Males testing Any age
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Conversion disorder treatment LSSP roles with tic disorders
• Neurologist‐ rule out causes • Recognize or report suspicion of a diagnosis • (Often first seen in Emergency Room) • Provide documentation for outside physician and assessments • Waiting it out if short term • Be a liaison for all through 504/IEP • Psychotherapy • Educate ‐Tourettes and Associated Behaviors • Physiotherapy/PT/Chiropractor Information Sheet • Hypnosis • FBAs and BIPS and Behavior IEPS • Key to all treatment? Being believed and creating trust • Psychological services: direct and consult between patient & doctor or therapist treating • Direct the plan until others are ready • Can be resolved • Re‐evaluate the plan as needed
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
LSSP roles for the student LSSP roles for the parents
• Understand the impact of what you have • Support and connect with resources discovered and act • Schedule check ins regularly‐ whether the • Observations and interviews news is good, not so good, or average • Advocate for the child • Encourage them to access community camp • Counseling and support groups • Information/Consultation • Be the contact person until others are • Teach them to advocate for themselves educated enough to do it. • Smile a lot and be positive • Be encouraging of their efforts.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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When do physicians consider Treatment Medications: TICS medications? • If symptoms are functionally disabling and not • Abilify (aripiprazole)‐ First FDA approved drug remediable through non‐drug interventions specifically for Tourette. Others for tics include: • Targeting specific symptoms Haloperidol (Haldol) and pimozide (Orap) but • Balanced against potential side effects some side effects are concerning. • There is not one single medication that is helpful to all • High blood pressure medications‐ guanfacine or individuals with Tourettes. clonidine are used off label: moderately effective in reducing tics and are better tolerated. • Examples: all these students have Tourettes • Tic‐suppression medication for patient A‐ Ecopipam‐ a new class of research drugs for tics • OCD medication for patient B‐ SSRI Dopamine 1 receptor antagonist will be further • ADHD medication for patient C‐ stimulant or not researched after some initial trial successes.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
TREATMENTS: Treatment Medications: TICS plus Not medications
• Deep Brain Stimulation for severe tics • Comprehensive Behavioral Intervention for Tics (CBIT) • MONOTHERAPY –just one medication that covers two • Habit Reversal Therapy‐ small number of tics or more problems • Therapy to address stress and management of disorder • TARGETED COMBINED PHARMACOTHERAPY‐ • P.A.N.D.A.S. treatment with long term antibiotics 2 or more medications simultaneously for tics + • Nutrition changes like adding or increasing Omega‐3, GOAL: use lower doses of each to reduce side effects, Magnesium, B6; avoiding caffeine; addressing food booster effects of the combination therapy sensitivities that already exist like lactose, food dyes, Example: clonidine and dextroamphetamine and gluten • Lifestyle changes‐ exercise, yoga
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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What is CBIT? New research
• Comprehensive Behavioral Intervention for Tics • The Tourette Association of America has awarded $21 • Highly structured therapy in a specially trained million to about 450 projects across 16 countries therapist’s office on a weekly basis: 8 sessions • New medications over 10 weeks, but can be longer or shorter • Deep brain stimulation • 3 components: • Identify genes and gene variations that cause rare • (a) training the patient to be more aware of tics, forms of TS, increase the risk, and link to OCD • (b) training patients to do competing behavior • Established global collaborations and resources when they feel the urge to tic, and • Ongoing novel and promising treatments: medical • (c) making changes to day to day activities in cannabis, dental orthotic devices, home‐based ways that can be helpful in reducing tics. therapies
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Quality of Life Example for 9 year old “Brandon”
• Trade off of symptoms and side effects Outside medical professionals • Which condition is having the most impact on the • Pediatrician quality of life? • Psychiatrist • Mysterious side effects and reactions‐ example: • Psychologist Haldol and Risperdal • Neurologist • Years of drug experiments • Urologist – enuresis is also common • Medication is sometimes an unreliable variable • Therefore –it is not about the medication, it is • Note: this child grew up to have of an off label about the management of the resources and medication side effect of enlarged breasts and accommodations received a double mastectomy at age 18.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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14 yr old female “Susan” Services for students with TS
Outside medical / professionals • General Education + Intervention Tiers • Pediatrician • 504 with Accommodations + Intervention • Psychiatrist • Special Education as OHI –preferred eligibility • Psychologist • Speech pathologist – stuttering tic • Special Education as ED‐ rarely eligibility • Certified Nutritionist • 1. with other co‐morbid diagnoses • Algebra Tutor (severely emotionally disturbed due to • Dental specialist due to unusual medication side internalizing disorder of anxiety or depression) effect to her teeth dentin‐ resulting in 8 crowns • 2. temporarily until formally diagnosed at age 16
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Important Changes Regarding Eligibility for The Golden Rules 504: since 2008
There was a ruling that added the following: • Avoid academic frustration 1. Additions to the major life activity list 2.Episodic and Inconsistent Symptoms • Utilize appropriate accommodations are recognized and still eligible • Teach compensatory strategies 3.Disability can impact only one major life activity without needing to impact a 2nd 4.Management of Disability and mitigating measures do not make a student ineligible Ex. Medications reduce symptoms.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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The role of educators continued The Role of Educators • Often students with TS do not understand what triggers • Asking a student what can be done to help him their behaviors. Ask their parents about triggers and: or her be successful, instead of asking why he or she is not successful often aids teachers in 1. Ignore tic symptoms. developing appropriate supports. This can also 2. Be alert to possible triggers. help establish an atmosphere of teamwork 3. Provide accommodations and modifications. between the student and the educators; the 4. Acknowledge the student, separate from the symptoms. student can take ownership of a positive and 5. Work with the student to develop and practice appropriate proactive intervention plan. accommodations and supports. • Asking parents what can be done to help their child Finn’s story
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Accommodations and FREE DOWNLOAD Recommendations Tourette.org
See handouts:
• Accommodations/Adaptation of School Environment • Report Recommendations and Behavior Intervention Plans‐ 2 pages • Individual Education Plans for Tourettes and Tic Disorders: start with the FBA download
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Functional Behavioral Assessment FBAs –Tics are not voluntary. Therefore, you can’t punish a neurological disorder.
Telling a student that their behavior is not appropriate is not helpful if the behavior is a manifestation of his disability. Educators are not always aware of the symptomology of Tourette and the associated disorders that often accompany. It is therefore not unusual to misinterpret symptoms of the disorder as behavioral problems rather than the neurobiological symptoms that they are. Your observations, documentation, and newly trained knowledge are vital for your FBAS.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
IEPS COUNSELING AND CONSULTATION: Coping with Tourette Syndrome: • Behavior IEPs –Tics are not correctable. Therefore you don’t put “reducing tics” on an IEP. a workbook for kids with tic disorders • Reminding people with tics to inhibit their need to complete a tic is not helpful and generally will • 40 activities increase the need to have the tic because they • Grades 2‐8 with low readability have been reminded of it. • Written for therapists or parents to do with kids • Behavior plans should never address tics. • However, if the tic is self‐injurious or very socially Narrative stories for each introduction to students inappropriate, environmental changes and • Active worksheets following each story supports may be necessary. • www.newharbinger.com/coping‐tourette‐syndrome $13.99 download
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Coping with Tourette Syndrome: a Coping with Tourette Syndrome: a workbook for workbook for kids with tic disorders kids with tic disorders • Unique approaches for school and home Designed for use with Moon analogies for symptom • LSSPs communication, tic identification, co‐ • Counselors morbid conditions, school and • Mental Health Professionals community activities, middle school • Licensed Professional Counselors • Parents transitioning, self‐advocacy, social skills, study skills
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Moon Analogy: Crescent Half Moon moon When my When my TS TS is like a is like a half crescent moon, I feel moon, I frustrated. It is have fewer hard for me to tics and I finish my feel happy schoolwork most of the and my chores time. at home.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Three‐quarter moon Full moon
When my TS is When my TS is like a full moon, I feel like saying, like a three- “Forget it!” I get quarter moon, angry, so I talk it is hard for me with my counselor to handle. I more often. I worry more, need help from and I need more grown-ups to explain to other help from my kids parents and what is teachers. happening.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Moon analogy activities Moon analogy activities
• As the student gains understanding As the adult completes the activities with the student with TS, he or she can gain direct insight into the of their personal four phases of the intervention needed. With this collaboration, they can , they are asked to address better identify those Full moon days and create collaborative comorbid conditions and to plan school team plans. ahead for their TS phases.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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My feelings at School handout 40 different activities for school and home Tourette Simulation GAME
Sandra Buffolano, NCSP LSSP 2018
Tourette Association of Texas Services Tourette Association of Texas Services
• • • In-service programs for REFERRALS: Advocacy: Weekend children’s camping professionals, students, • Physicians • Educational and legal program for the last 15 years • Therapists empowerment • du Ballon Rouge parents, and community • Counseling: • • Community services Consulting • State and county agencies • Lay Counseling • Professional counseling • Newsletter email • Educational programs, • Sources of financial aid • Special funding: • Crisis Intervention conferences, and conventions • Sources of legal aiid • • Assistance Fund • 281-238-8096 • Dissemination of Support Groups: 9 in TX • Direct Client Services • [email protected] information – packets, - Katy, Woodlands, Galveston areas • Educational Scholarship Fund brochures, website • Reference library Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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A Camp for kids with Tourette in Texas TouretteTexas.org 281‐238‐8096
• Camp du Ballon Rouge‐ the red balloon • Annual weekend in the Spring‐ 15 years! • Friday, March 1 thru Sunday, March 3, 2019.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
What’s good to have from NATIONAL Tourette.org? • Tourette Association of America • The FBA/BIP workbook • Articles for teachers and administrators: • National website: tourette.org • ‐ Tics in the Classroom: An Educator’s Guide • ‐ Tourettes: Resources for the Classroom • Newsletters for all ages, teacher resources, • ‐ Bullying issues school psychology resources, handouts, DVDs, • ‐ Educator’s Guide for Developing Plans for books, links, newly diagnosed, clips Students with Tourette Syndrome • Physician referrals, parent and teen resources, Various videos including: support groups, Facebook ‐ How to Prepare for a Successful School Year
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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Discussion: Q and A Conclusions
1. What did you learn that surprised you?
2. Can you think of at least one student you already • Challenge –find those one to five know that needs to be considered for tics or Tourettes? students in each of your schools that can now use your expertise. 3. Who should receive training about tics? • Use these resources for students with 4. What resources do you need to share? Tourette, PANDAS, tic disorders and other populations.
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
Resources: Tic Resource Video
• Tourette America‐ tourette.org • • https://tourette.org/resource Tourette Syndrome Tic Resource Video • TouretteTexas.org • Additude magazine and Facebook page • You tube Video: Tourette Syndrome Tic Resource Video • 10 minutes • Baylor College of Medicine video: Tourette Syndrome Up Close • TLC programming: Raising Tourettes https://www.youtube.com/watch?v=XjgIfoSlFqQ • http://www.pandasnetwork.org • https://www.youtube.com/watch?v=MKaA5gGdXag conversion disorder • https://www.youtube.com/watch?v=XjgIfoSlF • Coping with Tourette Syndrome: A workbook for kids with tic disorders www.newharbinger.com or amazon qQ
Sandra Buffolano, NCSP LSSP 2018 Sandra Buffolano, NCSP LSSP 2018
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