Date of Submission

2010

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Robert A. DiTomasso, Ph.D., ABPP

First Advisor

Carrie Yurica, Psy.D., Chairperson

Second Advisor

Terri Erbacher, Ph.D.

Third Advisor

Ellen Platt, D.O.

Abstract

Tourette Syndrome (TS) is a neurodevelopmental disorder consisting of multiple involuntary motor tics and one or more vocal tics. The duration of the disorder is at least one year and not more than three consecutive tic-free months (APA, 2000). The tics associated with TS are frequently more severe than other tic disorders on the spectrum. There are varying degrees of severity of TS disorder, requiring maximum to no treatment. Children and adolescents diagnosed and who are showing signs of TS are referred for school evaluations in order to identify various learning difficulties and /or emotional issues which are often associated with TS. More specifically, school psychologists must be knowledgeable of evaluation procedures that are conducted in order to recognize these deficits correctly. There are no formal evaluations presently required by the state of New Jersey and New York to assess school psychologists’ knowledge of TS. Additionally, New Jersey and New York do not mandate practicing school psychologists to study and become experts on this specific subject. Adequate knowledge of TS is vital for school psychologists in order to effectively implement appropriate interventions that meet the needs of TS students. The overall purpose of the study is to determine practicing school psychologists’ knowledge of the characteristics and diagnostic criteria of TS, of its associated disorders, and of its effective interventions. The study will set out to establish if these professionals are using appropriate assessments when determining intellectual, educational and emotional functioning and are making correct referrals when obtaining a TS diagnosis.

Download

Share

COinS