Perceived Usefulness of Learning Strategies by Children with Tourette Syndrome Plus, Their Parents and Their Teachers

Objective: Children with Tourette syndrome and other co-morbidities (abbreviated hereafter to TS+) experience significant learning difficulties. We wished to identify educational strategies that these students, their parents and teachers considered useful. Design: An "educational toolkit" was compiled of 84 strategies identified by teachers of TS+ children. Setting: Children attending the TS+ clinic of a university hospital in Edmonton, Alberta. Method: The educational toolkit was administered to 30 randomly selected TS+ children attending the clinic, their teachers, and their parents. Results: 13 strategies were endorsed by greater than or equal to 50% of the students, 53 by greater than or equal to 50% of parents, and 42 by greater than or equal to 50% of teachers. The 10 strategies students most strongly endorsed were: (1) computers; (2) calculators; (3) spell-checkers; (4) extra time in class; (5) less homework; (6) information from the teacher; (7) feedback on how to improve work; (8) printed assignments; (9) TS+ explained to their teacher; and (10) not being punished or suspended because of TS+ behaviours. The 10 strategies most frequently endorsed by parents were: (1) the student paying attention and being informed; (2) computers; (3) the teacher telling the whole class ‘listen carefully’ when discussing important ideas; (4) providing ideas about organizing work; (5) providing printed assignments; (6) telling students when they are being helpful; (7) encouraging students for good behaviour and signaling incorrect behaviour; (8) checking students understand each idea the teacher presents; (9) outside experts explaining TS+ to the teacher; and (10) exchanging notes with the teacher. The 10 items most strongly endorsed by teachers were: (1) providing information and direction; (2) feedback on how to improve work; (3) checking students wrote down homework assignments; (4) helping students start work assignments; (5) computers; (6) spell-checkers; (7) monitoring time and work; (8) extra time; (9) feedback about the student's behaviour and advice if misbehaving; and (10) the teacher explaining to the class how students can help students with learning challenges. Conclusions: There is considerable agreement among parents and teachers about how to help children with TS+ with their schoolwork and behaviours. (Contains 1 figure.)