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Evaluation of a Peer-focused Intervention to Increase Knowledge and Foster Positive Attitudes Toward Children with Tourette Syndrome

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Abstract

This study examines the impact of a video-based intervention to increase children’s knowledge and positive attitudes toward a peer with Tourette Syndrome (TS). TS, a neurological disorder characterized by verbal and motor tics, is a confusing and potentially stigmatizing disorder. Although symptoms wax and wane over the life span, TS typically begins in childhood and peaks at puberty. The available literature suggests that individuals with TS are at risk for social rejection; because TS is primarily a childhood disorder, many of the social adjustment problems experienced by individuals with the disorder have their roots in negative childhood experiences in the classroom. An intervention was developed and evaluated using a pretest, posttest control group study. Children exposed to the intervention video showed greater changes in knowledge, positive attitudes, and behavioral intentions than a control group. Such interventions may have potential to improve social outcomes for children with differences.

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Acknowledgements

This research was made possible through NIMH Grant No. R43 MH58518-01A1. Many thanks to the Tourette Syndrome of Greater Washington for all their help.

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  1. KDH Research and Communication, Inc., 375 Highland Ave NE, Atlanta, GA, 30312, USA

    Kristen D. Holtz

  2. Child and Family Health, Danya International Inc, Silver Spring, MD, USA

    Greta K. Tessman

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  1. Kristen D. Holtz
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  2. Greta K. Tessman
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Correspondence to Kristen D. Holtz.

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Holtz, K.D., Tessman, G.K. Evaluation of a Peer-focused Intervention to Increase Knowledge and Foster Positive Attitudes Toward Children with Tourette Syndrome. J Dev Phys Disabil 19, 531–542 (2007). https://doi.org/10.1007/s10882-007-9042-z

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  • DOI: https://doi.org/10.1007/s10882-007-9042-z

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