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Question 89: I am currently working with a couple of youngsters who have Tourette's Syndrome. One of my clients is a boy in grade 3. His teacher is interested in having me come and give a short presentation to the class on Tourette's. My client is comfortable with this but not sure he wants to be in the class at the time of the presentation.

My question is what you feel would be appropriate information for a grade 3 classroom? I want to make sure this works out the best for my client and hopefully it will enlighten his teacher at the same time (even though the primary target is his classmates). L.T., NS, Canada.

Good afternoon L.T.:

I would suggest you download one of my handouts to give you some ideas as to the way I structure an in-service like this: click on www.lifesatwitch.com /datafiles/moduleIV.pdf to find it. This handout parallels a presentation I offer to train people in doing a classroom in-service. While it does not have all the details I give in person it does highlight some key points from it. I'll clarify some of the 'cryptic' parts of the handout for you:

-Give the child the option to be in the room: if (s)he chooses not to be, I typically tell him/her what I plan to do, I ask if there are any messages in particular (s)he'd like the class to hear from him/her, and I ask if (s)he would like to have the in-service recorded to hear later (i.e. to prevent "what was said" anxiety from potentially worsening problems).

-Use everyday language: I tend not to dilute the content -- I simply use examples and everyday scenarios anyone can understand. Tics become 'itches' which, from there, allow you to discuss things like difficulty suppressing, frustration from being distracted/not being able to stop, different WAYS the itch can be scratched, etc. Obsessions become skipping CD's, and so on.

-Empowering classmates: I discuss how they are a special kind of bodyguard now that they have all this knowledge, known as an "ADVOCATE", and what that responsibility means.

-The Shame Factor: I bring up racism and bigotry -- things that kids are well-familiar with as bad things -- and draw parallels to teasing someone with TS.

-TSFC resources: the Foundation has many pamphlets, pins, posters, videos etc. that can be sent to you to complement your presentation should you wish to contact them.

-Leave LOTS of time for questions: at least 50% of the time you have available. This time period can include 'brain-storming' time around classroom strategies/demeanor i.e. "so if you see Johnny ticcing, how should you respond?"

I hope this helps! Best of luck to you, and thank you for playing a part in improving TS knowledge L.T.!

Dr. Dunc.

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