A discussion on the problems of language development in children with Tourette's syndrome (TS).
Written in 2005; 1,600 words; 6 sources; APA; $ 52.95
Paper Summary:
This paper looks at Tourette's syndrome, a neurological disorder, often characterized by facial and body tics, which control the involuntary speech muscles resulting in random sounds, words, grunting and even barking. It suggests teacher interventions for some of the language effects of TS such as fluency failure or stuttering, echolalia, and coprolalia, the use of socially inappropriate language.
From the Paper:
"Children with TS are having such a hard time controlling the tics and are worried with what others may think it keeps them from paying attention and interferes with verbal communication with the teacher. Some suggestions from this article include giving the student preferential seating near the teacher so the student may ask questions subtly and the teacher may monitor for verbal understanding and progress of instruction. Another suggestion is to pair verbal instruction with visuals, such as overheads, demonstrations, or samples of completed work, to enhance the student's understanding. Many students are more likely to remember what they see and do rather than what they only hear. Encourage students with vocal tics to drink water throughout the day to prevent throat dryness. All students in the class can have a water bottle or cup at their work area so as not to accentuate a difference in the student with TS."
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