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Tourette Syndrome

What is tourette syndrome?

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What is Tourette Syndrome?

Tourette Syndrome is considered to be a neurodevelopmental disorder which affects individuals across various age groups, including children, adolescents, and adults. The defining characteristic of this condition is the occurrence of sudden, involuntary movements and/or sounds known as tics. Tics can vary widely in severity, ranging from mild and inconsequential to moderate or severe, with some cases resulting in significant disability.

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Download to Learn More

Download this printable fact sheet to learn more about Tourette Syndrome. This free resource covers its the definition, physical characteristics, accommodation suggestions, classroom environment recommendations, and more!

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Community Support

Select a region to begin

Los Angeles

Orange County

San Bernardino County

Ventura County

Other/Online

Los Angeles

Tourette Association of America Southern California Chapter

Address:
2748 Pacific Coast Highway, #1006

Torrance, CA 90505

Phone:
(855) 487-2762

Find specific emails, based on what you are looking for, on their website contact page.

UCLA Neurological Services

Noted Neurologist:
Yvette Bordelon

Address:

300 UCLA Medical Plaza, Suite B200
Los Angeles, California 90095

Phone:

310-794-1195

Orange County

UCI Medical Center

Address:
101 The City Drive South

Orange, CA 92868

Phone:
714-456-7890

Message support services are located on their contact page. Questions and comments submitted are answered during normal business hours, Monday through Friday, 8 a.m. to 5 p.m.

Other/Online Resources

Rady Children’s Hospital - San Diego

Address:
Tic/Tourette Center

Nelson Pavilion, 3rd Floor

8001 Frost Street

San Diego, CA 92123

Phone:
858-966-5819 (Appointments)

Fax Records to:
858-966-4930

General Email:
refsvc@rchsd.org

San Bernardino County

Loma Linda University Health Care

Look up specific neurologists, neurosurgeons, and other specialists related to movement related disabilities. Also offered through Loma Linda are deep brain stimulations (DBS), imaging studies, and image guide mapping.

Noted Neurologist:
Amy Ashwal

Address:

250 E. Caroline Street, Suite J West
San Bernardino, CA 92408

Phone:

909-651-1810 or 909-835-1810

Contact Loma Linda:
877-558-0800

Ventura County

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Presentation Accommodation Examples

Technology integration: Including assistive technology tools such as speech-to-text software, text-to-speech programs, or interactive whiteboards.

Alternative formats: Providing materials in different formats such as large print, audio recordings, or digital text to accommodate students with visual impairments or reading difficulties.

Visual aids: Using visual aids such as charts, diagrams, or graphic organizers to illustrate concepts and enhance understanding for students who benefit from visual learning.

Multi-sensory Instruction: Incorporating hands-on activities, demonstrations, or manipulatives to engage students with diverse learning styles and preferences.

Assessment Accommodation Examples

Extended time: Allowing students extra time to complete assessments to accommodate processing speed issues, attention deficits, or other factors that may impact their ability to work quickly.

Flexible scheduling: Providing opportunities for students to take assessments at times of day when they are most alert and focused, which can support students with attention difficulties or medical conditions affecting energy levels.

Alternative formats: Offering assessments in alternative formats such as oral exams, projects, portfolios, or presentations to accommodate diverse learning styles and preferences.

Read-aloud: Allowing students to have assessment instructions, questions, or passages read aloud to them by a teacher or using assistive technology, which can support students with reading difficulties or visual impairments.

Scribe or scribing tools: Providing assistance with writing by allowing students to dictate their responses to a scribe or using speech-to-text technology, which can support students with physical disabilities or writing impairments.

Modified assignments: Modifying assessment tasks or questions to match students' individual needs and abilities, such as simplifying language, reducing the number of items, or providing additional scaffolding.

Timing Accommodation Examples

Extended time: Allowing students extra time to complete assignments, assessments, or tasks to accommodate processing speed issues, attention deficits, or other factors that may impact their ability to work quickly.

Flexible scheduling: Providing opportunities for students to complete tasks or assessments at times of day when they are most alert and focused, which can support students with attention difficulties or medical conditions affecting energy levels.

Variation in time: Providing options for students to choose the timing or duration of assignments or assessments, allowing them to work at their own pace and accommodate individual preferences or needs.

Changes in time of day: Offering flexibility in scheduling tasks or assessments to accommodate students' circadian rhythms or other factors affecting their alertness and productivity throughout the day.

Graphic organizers: Providing visual frameworks or templates to help students organize their thoughts and structure their responses, which can support students with executive functioning difficulties or organizational challenges, ultimately saving time during the completion of tasks.

Flexible deadlines: Allowing students to negotiate deadlines or submit assignments within a flexible timeframe, providing them with additional time as needed to complete tasks effectively.

Breaks: Short breaks during instructional activities or assessments to rest, refocus, or manage fatigue or attention difficulties. Breaks can help students recharge and maintain engagement and productivity throughout the learning process.

Response Accommodation Examples

Multiple choice options: Allowing students to choose from a list of possible answers rather than generating a response from scratch, which can be helpful for students with processing difficulties or expressive language challenges.

Verbal responses: Allowing students to respond orally instead of in written form, which can benefit students with writing difficulties, fine motor challenges, or language delays.

Dictation or scribing: Providing assistance with writing by allowing students to dictate their responses to a scribe or using speech-to-text technology, which can support students with physical disabilities or writing impairments.

Graphic organizers: Offering visual frameworks or templates to help students organize their thoughts and structure their responses, which can support students with executive functioning difficulties or organizational challenges.

Alternative assessment formats: Allowing students to demonstrate their understanding through alternative means such as presentations, projects, portfolios, or performances, which can accommodate diverse learning styles and preferences.

Extended response time: Providing additional time for students to complete assignments, assessments, or tasks, which can support students with processing speed issues, attention deficits, or language processing difficulties.

Adapted materials: Modifying assignments or assessments to match students' individual needs and abilities, such as simplifying language, reducing the number of items, or providing additional scaffolding.

Environment Accommodation Examples

Seating Arrangements:

> Arranging classroom furniture and materials to create clear pathways for students with mobility challenges, ensuring accessibility to learning materials and technology for students with physical disabilities.

> Flexible seating options also accommodate different learning styles and physical needs, such as standing desks, bean bag chairs, or stability balls.

Sensory Support:

> Providing noise-cancelling headphones or quiet areas for students sensitive to noise, adjusting lighting to reduce glare for students with visual sensitivities, or offering sensory tools like fidget toys to help students regulate their sensory input.

> Adjusting areas like lighting and temperature can also be a helpful support.

Transitions and Routines:
> Establishing consistent routines and providing visual supports such as schedules or timers to help students with transitions between activities or changes in the daily routine.

Positive Behavior Intervention System (PBIS)

Scroll down for more information and printable material!

What is PBIS?

The Center on PBIS describes the Positive Behavioral Interventions and Supports (PBIS) framework as a proactive approach to behavior management. It focuses on preventing behavioral issues by establishing clear expectations, teaching these behaviors, and consistently reinforcing them.

3 Tiers of PBIS

Tier 1: Universal Interventions (All): Interventions provided for all students. Intended to prevent behavioral challenges, and promote a positive setting.
Tier 2: Targeted Interventions (Some): Interventions intended for those who may need more support than Tier 1, but do not have as intensive needs as those in Tier 3. Those in Tier 2 may focus on areas such as social skills, self-management, academic support, and more.
Tier 3: Intensive Interventions (Few): Intervention support for those showing more significant, or dangerous, behaviors. This tier is more personalized and individualized, supporting those who may have developmental disabilities, autism, emotional and behavioral disorders, and more.

Take a look at our implementation guide to find examples of PBIS interventions within each Tier!

Implementation Guides

For professional trainers and online educators.

More Resources

Look through this list of articles and websites to further your search for information related to PBIS!

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References: https://www.pbis.org, https://www.understood.org/en/articles/what-is-pbis

Visual Suports

Visual supports can be incredibly useful for paraeducators to help with effective management of classroom routines, help support student learning, and improve communication.

Explore some examples of the commonly used visual supports.

Visual Schedules

Visual schedules are tools that paraeducators can use to provide students with a clear, visual representation of their daily activities and routines. These schedules can use pictures, icons, or symbols to depict each task or event in sequence, helping students understand what to expect and when.

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Task Breakdown

Sample

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Behavior Charts

Behavior charts are an effective way to motivate students, monitor behavior, and create a positive and structured learning environment. These charts can include stickers, tokens, or other visual markers to represent progress and achievements. By clearly outlining expected behaviors and providing consistent feedback, behavior charts help students understand and meet behavioral expectations.

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Other Visual Supports

Choice Board

Can be used for break time, can make a snack choice board, activity choice board, stretching or break options, free time and more. Promotes independencce, and takes off the pressure of having to remember different options

Get Moving!

Stretching

Sample

Taking Breaks

Whether it is going outside

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