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The brain circuits underlying tics in Tourette׳s syndrome (TS) are unknown but thought to involve cortico/amygdalo-striato-thalamo-cortical (CSTC) loop hyperactivity. We previously engineered a transgenic mouse "circuit model" of TS by expressing an artificial neuropotentiating transgene (encoding the cAMP-elevating, intracellular A1 subunit of cholera toxin) within a small population of dopamine D1 receptor-expressing somatosensory cortical and limbic neurons that hyperactivate cortico/amygdalostriatal glutamatergic output circuits thought to be hyperactive in TS and comorbid obsessive–compulsive (OC) disorders. As in TS, these D1CT-7 ("Ticcy") transgenic mice׳s tics were alleviated by the TS drugs clonidine and dopamine D2 receptor antagonists; and their chronic glutamate-excited striatal motor output was unbalanced toward hyperactivity of the motoric direct pathway and inactivity of the cataleptic indirect pathway. Here we have examined whether these mice׳s tics are countered by drugs that "break" sequential elements of their hyperactive cortical/amygdalar glutamatergic and efferent striatal circuit: anti-serotonoceptive and anti-noradrenoceptive corticostriatal glutamate output blockers (the serotonin 5-HT2a,c receptor antagonist ritanserin and the NE alpha-1 receptor antagonist prazosin); agmatinergic striatothalamic GABA output blockers (the presynaptic agmatine/imidazoline I1 receptor agonist moxonidine); and nigrostriatal dopamine output blockers (the presynaptic D2 receptor agonist bromocriptine). Each drug class alleviates tics in the Ticcy mice, suggesting a hyperglutamatergic CSTC "tic circuit" could exist in TS wherein cortical/amygdalar pyramidal projection neurons׳ glutamatergic overexcitation of both striatal output neurons and nigrostriatal dopaminergic modulatory neurons unbalances their circuit integration to excite striatothalamic output and create tics, and illuminating new TS drug strategies.

A pesquisa foca a Síndrome de Tourette (ST), tendo como instrumentos o Rorschach e a Cintilografia com objetivo de comparação e correlação entre os resultados dos instrumentos. A amostra teve 8 crianças com diagnóstico de ST (Gr1); o estudo contou com Gr2 (controle). Foi utilizado como método de comparação de diferença o t-Test, com nível de < 0,05. Nos resultados, confirmaram-se as hipóteses de maior índice indicador de liberação dos impulsos e das reações emocionais, de ansiedade, de carência afetiva e de necessidade de contato humano no Gr1. O estudo correlacional entre alterações neurofuncionais e os dados do Rorschach indicou correlações significativas (< 0,01) entre confusão de pensamento, tendência à fuga da realidade, capacidade de adaptação e bloqueio mental (Rorschach), e variáveis da neuroimagem. Estes achados parecem demonstrar que existem diferenças significativas de personalidade entre as crianças portadoras de ST e crianças não-portadoras, sendo possível realizar estudos de associação e correlação entre instrumentos psicológicos e médicos.

Cet article fait état des connaissances de la situation scolaire des élèves ayant un syndrome de la Tourette. Une recension de la littérature réalisée sur PsychInfo, Virtuose et GoogleScholar (55 articles sélectionnés) montre que le syndrome affecte le parcours scolaire en contribuant aux difficultés de concentration, d’apprentissage et dans l’accomplissement des tâches. Les enseignants semblent mal informés sur le syndrome, ce qui entraîne une attitude négative de leur part. Des interventions sont proposées comme soutien sur les plans scolaire et émotionnel. Cet article favorise une meilleure compréhension du syndrome et vise ainsi à promouvoir la réussite éducative de ces élèves., This article aims to investigate the educational situation of students with Tourette’s syndrome (TS). This literature review was performed through PsychInfo, Virtuose and GoogleScholar (55 articles included). Studies show that TS can affect the school functioning, especially concentration, learning and tasks achievement. Teachers are not familiar with the syndrome, which seems to cause a negative attitude toward students with TS. Specific interventions seem to support these students academically and emotionally. This article aims to promote a better understanding of the syndrome and the educational achievement of students with TS.