Tourette's syndrome (TS) is a developmental disorder characterized by motor and verbal tics.
Recently, the three authors of the article, Walenski, Mostofsky, and Ullman performed a series of tests on TS children. During these experiments, they paid close attention to the response time of TS children against a control group of typically developing children in a series of verb conjugation problems and picture recognition exercises.
TS children were significantly faster in:
- producing past tenses of consistent regular verbs (slip-slipped)
- producing past tenses of regularized past tenses of novel verbs (splim-splimmed)
- naming manipulated items (a hammer)
TS children were slower in:
- producing the past tenses of irregular and inconsistent regular verbs (bring-brought)
- producing irregularized past tenses of novel verbs (splim-splam)
- naming non-manipulated items (an elephant)
Also, the accuracy level of the TS children decreased as their processing became faster, specifically when dealing with the -ed suffix. Often, an extra suffix was added such as in slippeded.
The TS children seem to perform better when the process depends on the procedural system and worse when the process depends on memorization. These findings gave way to their hypothesis that abnormalities in the frontal/basal-ganglia (specifically the portions that subserve motor function and procedural memory) may lead not only to tics (rapid, involuntary, unsuppressed behaviors) but also to a wider range of rapid behaviors which may actually give them the upper-hand over typically developing control children. Of course, faster is not always better as evidenced by the drop in the accuracy of their responses.
As teachers, we will probably have the opportunity to teach students with TS. Would you attempt to craft any of your grammar lessons in such a way as to give those students a chance to shine? If so, what type of problems or exercises would you use? If not, please explain why. Also, would the possible drop in the accuracy of their answers keep you from trying?
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15 comments:
I think presenting a lesson that allows for the student to shine would be a good idea. It would prove helpful for the student's self-esteem and would be a nice gesture. In an elementary school setting, I would teach on past tense endings, since that is one of children with TS strengths. I also believe it is important to never give up on children. So even when they are having problems, you must keep trying and keep a positive attitude.
I think it is a good idea to give lessons that will allow these students to shine. I think this would boost their self-esteem. Teaching a lesson on past tense might allow these students to shine. I do not think that I will give up on these students. There is potiental in all students. Some just have other strengths than others.
I think that adjusting the lessons to where both the students' superior abilities in some subjects, along with their quickness, is an excellent idea. Of course, the possibility of mistakes may be discouraging, but if, in the end, the student is able to have more confidence, then why not change a lesson plan?
Alexandra made a good point as well. Keeping a good attitude is critical in all points of their education. This is probably even more true when they are attempting a new lesson or lesson style.
Having lessons that would help a child with TS would be a good idea, however I would still make sure that other lessons are covered, especially the ones that they have trouble on. I think if you focus on what they have trouble on a little more, maybe out of class, that perhaps they could be better at it. I wouldn't give up on TS students, or any students at all. I would try my best to help them myself, and if that is not possible I would find alternatives, such as a tutor for them out of class.
I think the idea of giving TS students a lesson that specifically focuses on their strengths is a great idea. At the same time, I think giving all students something that they are good at is a good idea, that way they can enjoy feeling that they already know/are already good at something. Keeping students encouraged is essential to helping to ensure that they don't give up at learning, so this is a great article to know of for ideas on how to design lessons for TS kids.
I think as a future teacher, giving lessons for TS students to shine would be a great idea. This idea will help the other students in the class realize that even though a student may have TS, does not mean that they are unintelligent. I also feel that giving these students extra encouragement will help them succeed, even if they are having problems coping with ticks, out bursts, etc. Furthermore, their classmates should also encourage them and make them feel more comfortable.
This blog helped me learn a lot about Tourette's, which a lot of people know very little about. It helped to read about what kids with TS are strong at, and what they need work in. In becoming a teacher, I think that this article will help me think about how to develop lesson plans based on all children's needs. It made me think about not only TS, but other abnormalities or behavioral differences children might have that need more attention.
This article helped me to become aware of areas in which students with TS are stronger than students who do not have TS. I think that it is a good idea to allow these students the opportunity to show off their abilities, but the pressure might make them more nervous, therefeore increasing the frequency and severity of their tics. Also, it would be hard to concentrate on the areas that they are strong in without perhaps making them feel inadequate in the other, closely related, areas. However, I do realize the importance in recognizing the special gifts that are given to each person, and allowing these gifts to be displayed.
It is so important as a teacher to know the type of students that you will be working with. It's also important to read up on the conditions that your students might have. In the case of working with students who have TS, it is especially important to create lessons that adhere to their abilities. It isn't easy being the kid who's different all the time, but if for a few lessons, they were given the opportunity to excel, then that opportunity should be given to them. The classroom should be a safe environment for students with disorders such as TS. It shouldn't be hostile by any means.
I think I would have a grammar lesson that will give all my students chances to shine. It would be a good idea for the students who have TS to be able to feel as though they have the same advantages as all the other students. I think I would have different exercises for the students that use the procedural system then on memorization. All students will probably do better with this system. Since TS children are better in producing past tenses of consistent regular verbs and regularized past tense novel verbs, I will try and incorporate them into the grammar lessons for the ST students to really be able to express their abilities. I will also try and work with all students that have different problems with producing past tenses of irregular and inconsistent verbs.
I like the idea of giving a lesson that applies to the student's strength, mainly because it will give the student self-esteem and show the other students that TS is not a learning inhibitor, it's merely an obstacle. I agree with Laura, all students should get the same oppurtunity to show off their strengths. This also allows the TS student to fill less like the center of attention in a negative aspect.
The children with TS in the classroom would benefit greatly if they would be given specific lessons that would let them shine in the classroom. These children will be under the microscope in regards to production, so something that boosts their confidence is very important. Getting over the initial nervousness of the classroom is important for the children to be able to concentrate on the actual learning process, especially for children who have disabilities.
Creating a lesson plan to help TS students shine definitely would be needed. With their condition, these students are constantly under ridicule from other classmates. If I had a couple of weeks to assess their strengths and weaknesses, then I could probably call on them in class on sentences or parts of speech which I know they will answer correctly. The more you make them look like a normal child, then the more they will be accepted by their peers.
I feel that giving lessons that allow TS students to excel would be helpful. Not only because it gives them a chance to "fit in" with the rest of the class, but, also because it could potentially help boost their self-esteem which could then carry over to other lesson plans that may be a little more difficult for them.
You absolutely cannot quit on a TS student who is having trouble in your class, as long as they are showing effort. I would teach past tense endings in order to let the disabled student know that he/she has potential and talent like everyone else, just in different areas.
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