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Elementary School Teachers’ Knowledge of Tourette Syndrome, Obsessive-Compulsive Disorder, & Attention-Deficit/Hyperactivity Disorder: Effects of Teacher Training

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Abstract

This study examined elementary school teachers’ knowledge about Tourette syndrome and the related conditions of Obsessive-compulsive Disorder (OCD) and Attention Deficit Hyperactivity Disorder (ADHD) before and after a 2-h teacher training workshop. Teachers (n = 134) from five schools participated in the knowledge assessment. Fifty two (52) teachers completed a post-test 6 weeks later. At Time 1, teachers’ knowledge about Tourette syndrome and related conditions was variable. Knowledge did not appear to be affected by teachers’ age, gender, years of teaching or prior experience with these disorders. Teachers who attended the workshop showed an average 5% increase in knowledge (p < .001). Teachers who scored below the median on pretest showed a 12% increase on the post-test. That the 2-h workshop showed greatest benefit for teachers who scored lower on pre-test, suggests that staff training could be guided by pre-test results.

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Acknowledgement

This study was supported in part by the Smart Family Foundation and by Jean and Jay Kaiser. We would like to thank the teachers and administrators who participated in and supported this project.

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Authors and Affiliations

  1. Department of Psychology, Virginia Polytechnic University, Blacksburg, VA, 24060, USA

    Susan W. White

  2. Child Study Center, Yale University, New Haven, CT, USA

    Denis G. Sukhodolsky, Adrienne L. Rains, Joseph F. McGuire & Lawrence Scahill

  3. School of Nursing & Child Study Center, Yale University, New Haven, CT, USA

    Lawrence Scahill

  4. Western Connecticut State University, Danbury, CT, USA

    Denise Foster

  5. Child Study Center, 230 S. Frontage Rd, PO Box 207900, New Haven, CT, 06520, USA

    Lawrence Scahill

Authors
  1. Susan W. White
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  2. Denis G. Sukhodolsky
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  3. Adrienne L. Rains
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  4. Denise Foster
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  5. Joseph F. McGuire
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  6. Lawrence Scahill
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Corresponding author

Correspondence to Lawrence Scahill.

Appendix

Appendix

Sample Questions from Teacher Knowledge Test

Mark is clearing his throat repeatedly even though the other children have asked him to stop. When you ask him to stop he does. However, a few minutes later, he is clearing his throat again. Which of the following best describes what might be happening with Mark?

  1. a.

    Mark is deliberately trying to annoy his classmates.

  2. b.

    Because he stopped when you asked him to stop, Mark must be able to control his throat clearing.

  3. c.

    The throat clearing could be a vocal tic.

  4. d.

    Mark has a hearing problem and does not understand the directions.

On his way to math class after recess, Jimmy repeatedly takes off his shoes, shakes them out and puts them back on. Then he ties and reties the shoes several times, making him late for class. What is the best explanation for Jimmy’s behavior?

  1. a.

    This could be part of Obsessive-compulsive Disorder (OCD).

  2. b.

    He was having a good time playing and doesn’t want to get back to work.

  3. c.

    This could be part of OCD, but he’s stalling because he hates math.

  4. d.

    He needs new shoes.

Jessica’s parents inform you that she’s been diagnosed with Tourette Syndrome, but you haven’t noticed any tics. She is usually cooperative, gets her work done, and gets along with others, so you think little of it. Recently, she has more trouble in school and begins to show snorting, grunting, head shaking and body jerks in class. What explanation best fits with these observations?

  1. a.

    Tourette Syndrome is a chronic disorder. Tics don’t just come and go—something else must be going on.

  2. b.

    Tourette Syndrome is a chronic disorder, but the tics do come and go—so this is not an unusual story.

  3. c.

    Something may be going on at home that is upsetting to her and causing her to fall behind and act out.

  4. d.

    Jessica is frustrated because she doesn’t understand the work.

Which of these is likely to account for the most impairment in a child with Tourette Syndrome?

  1. a.

    The severity of tics—more severe tics means greater impairment.

  2. b.

    The presence of Attention Deficit Hyperactivity Disorder.

  3. c.

    Whether the tics are noticeable by others.

  4. d.

    The presence of a specific learning disorder.

Which of the following is the biggest problem with the use of Ritalin or similar drugs in children with ADHD.

  1. a.

    They are over-prescribed.

  2. b.

    They don’t really help kids with ADHD, they just slow the kids down.

  3. c.

    The long-term consequences of these drugs.

  4. d.

    A fair number of kids who could benefit are not getting treatment.

Children with Obsessive Compulsive Disorder:

  1. a.

    may not show observable symptoms;

  2. b.

    always have repetitive hand washing.

  3. c.

    tend to have higher than average intelligence;

  4. d.

    always do their work meticulously.

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White, S.W., Sukhodolsky, D.G., Rains, A.L. et al. Elementary School Teachers’ Knowledge of Tourette Syndrome, Obsessive-Compulsive Disorder, & Attention-Deficit/Hyperactivity Disorder: Effects of Teacher Training. J Dev Phys Disabil 23, 5–14 (2011). https://doi.org/10.1007/s10882-010-9209-x

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