Tourette vocalization. These P h y s i c al Syndrome movements or C h a r a c t e r i s t i c s Tourette vocalizations can  Sudden, repeated, Syndrome vary in type, involuntary body is a frequency, and movements neurologic severity and may  Head jerking and eye al worsen during blinking condition periods of stress,  Facial grimacing characterized by anxiety, fatigue,  Shoulder shrugging involuntary body illness, or  Finger flexing movements or excitement. It is  Sticking out tongue vocalizations. It is important to not a behavioral remember that Vocalizations disorder that can be students displaying  Clicking of tongue controlled or these behaviors are  Grunting diminished by not intentionally  Yelling training or trying to disturb,  Hiccupping counseling. It is a offend, or gain  Throat clearing genetic disorder attention.  Coughing or caused by abnormal snorting transmission of  Coprolalia dopamine and (Uttering serotonin. Students swear words) with this condition  Echolalia are of normal (Repeating intelligence. the words Approximately of others) 200,000 people in the U.S. have the most Socialization severe form of Issues Tourette Syndrome  Discomfort in and about one in 100 new have milder forms of situations/grou the disorder. Persons p work with this condition  Low self-esteem experience  Anxiety sensations of urgency  Feeling rejected that compel them to by peers display involuntary  Shame movement or (due to Medication ability to inability to Issues concentrate. control Student movements/ s with Additional Learning vocalizations Tourette Issues ) Syndrom  Many students with e often Tourette syndrome take additionally are medications to diagnosed with attempt to Attention Deficit reduce Disorder, Obsessive symptoms, but Compulsive Disorder there is no or additional medication that neurobehavioral is completely conditions. effective in  Students with symptom Tourette Syndrome management. may display trouble Medication processing regimens may information, writing, also affect the paying attention for students’ long periods of time, and staying organized. Classroom Suggestions: and proceed with instruction  If possible, try to create an as usual. atmosphere of empathy and  Sensory overload can tolerance in the classroom. exacerbate symptoms for Students with Tourette these students. Monitoring Syndrome are often vocal and background noise, ridiculed by others due to lighting, and distractions their involuntary physical and may assist these students. vocal symptoms. A climate of acceptance and relaxation may help diminish symptoms.  Let the student decide if he/she chooses to disclose their disability to the class. Some students prefer to openly identify their condition due to the physical/vocal symptoms of the disorder; others prefer not to disclose. Instructors should not disclose the student’s condition to the class or urge the student to do so if his/her preference is not to reveal the condition For further information or to others. assistance, please contact  If the student’s symptoms Disability Services do not negatively affect the C-218 learning environment for (734) 384-4167 others, try to ignore them Tourette Syndrome

Monroe County Community College 1555 S. Raisinville Rd Monroe, Michigan 48161 3/2013