Abstract
Tourette Syndrome (TS) is a neurodevelopmental disorder characterized by motor and phonic tics that is frequently associated with functional impairments. The present study examined the relationship between motor and phonic tic severity, comorbid conditions, academic accommodations, and the social, emotional, and school functioning of children with TS. Caregiver data were collected on tic severity, comorbid conditions, social, emotional, and school functioning, academic accommodations, and grades. Overall, social, emotional, and school functioning fell within the moderate range, with school functioning positively associated with social and emotional functioning. Phonic tics were linked to social functioning, whereas both motor and overall tic severity were related to emotional functioning. In contrast, tic severity, comorbid conditions, and accommodations were not significantly associated with school functioning or academic performance. The results of the current study highlight the importance of assessing functioning across multiple areas and considering tic severity rather than relying on a child’s grades.
","abstract_html":"<p>Abstract</p> <p>Tourette Syndrome (TS) is a neurodevelopmental disorder characterized by motor and phonic tics that is frequently associated with functional impairments. The present study examined the relationship between motor and phonic tic severity, comorbid conditions, academic accommodations, and the social, emotional, and school functioning of children with TS. Caregiver data were collected on tic severity, comorbid conditions, social, emotional, and school functioning, academic accommodations, and grades. Overall, social, emotional, and school functioning fell within the moderate range, with school functioning positively associated with social and emotional functioning. Phonic tics were linked to social functioning, whereas both motor and overall tic severity were related to emotional functioning. In contrast, tic severity, comorbid conditions, and accommodations were not significantly associated with school functioning or academic performance. The results of the current study highlight the importance of assessing functioning across multiple areas and considering tic severity rather than relying on a child’s grades.</p>","abstract_has_math":false,"creators":["Thompson, Courtney C"],"institution":null,"degree_name":"Psy.D. Doctor of Clinical Psychology","degree_level":"Dissertation - Public Access","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["E. Vitalis, Ph.D.","T. M. Schultz PhD.","K. Sexton-Radek, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12-01T08:00:00Z","date_published":"2025-12-01T08:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Tourette Syndrome","social functioning","emotional functioning","school functioning","tic severity","ADHD","Child Psychology","Clinical Psychology","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/951","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["E. Vitalis, Ph.D.","T. M. Schultz PhD.","K. Sexton-Radek, PhD"]},{"key":"dc:creator","label":"Author","values":["Thompson, Courtney C"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-28T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Psy.D. Doctor of Clinical Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Tourette Syndrome","social functioning","emotional functioning","school functioning","tic severity","ADHD","Child Psychology","Clinical Psychology","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/951"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
Tourette Syndrome (TS) is a neurodevelopmental disorder characterized by motor and phonic tics that is frequently associated with functional impairments. The present study examined the relationship between motor and phonic tic severity, comorbid conditions, academic accommodations, and the social, emotional, and school functioning of children with TS. Caregiver data were collected on tic severity, comorbid conditions, social, emotional, and school functioning, academic accommodations, and grades. Overall, social, emotional, and school functioning fell within the moderate range, with school functioning positively associated with social and emotional functioning. Phonic tics were linked to social functioning, whereas both motor and overall tic severity were related to emotional functioning. In contrast, tic severity, comorbid conditions, and accommodations were not significantly associated with school functioning or academic performance. The results of the current study highlight the importance of assessing functioning across multiple areas and considering tic severity rather than relying on a child’s grades.
"]},{"key":"dc:title","label":"Title","values":["Motor and Phonic Tic Severity and Its Relationship to Social, Emotional, and School Functioning in Children With Tourette Syndrome From the Caregivers’ Perspective"]}]}],"canonical_facts":{"dc:contributor":["E. Vitalis, Ph.D.","T. M. Schultz PhD.","K. Sexton-Radek, PhD"],"dc:creator":["Thompson, Courtney C"],"dc:date.available":["2026-01-28T08:00:00Z"],"dc:description.abstract":["Abstract
Tourette Syndrome (TS) is a neurodevelopmental disorder characterized by motor and phonic tics that is frequently associated with functional impairments. The present study examined the relationship between motor and phonic tic severity, comorbid conditions, academic accommodations, and the social, emotional, and school functioning of children with TS. Caregiver data were collected on tic severity, comorbid conditions, social, emotional, and school functioning, academic accommodations, and grades. Overall, social, emotional, and school functioning fell within the moderate range, with school functioning positively associated with social and emotional functioning. Phonic tics were linked to social functioning, whereas both motor and overall tic severity were related to emotional functioning. In contrast, tic severity, comorbid conditions, and accommodations were not significantly associated with school functioning or academic performance. The results of the current study highlight the importance of assessing functioning across multiple areas and considering tic severity rather than relying on a child’s grades.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/951"],"dc:subject":["Tourette Syndrome","social functioning","emotional functioning","school functioning","tic severity","ADHD","Child Psychology","Clinical Psychology","School Psychology"],"dc:title":["Motor and Phonic Tic Severity and Its Relationship to Social, Emotional, and School Functioning in Children With Tourette Syndrome From the Caregivers’ Perspective"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Psy.D. Doctor of Clinical Psychology"]},"updated_at":"2026-07-24T03:21:46Z"}