Intellectual,academic, and adaptive functioning of Tourette syndrome children with and without attention deficit disorder |
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Authors: | Elisabeth Dykens James Leckman Mark Riddle Maureen Hardin Sheri Schwartz Donald Cohen |
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Affiliation: | (1) Child Study Center, Yale University School of Medicine, 16510 New Haven, Connecticut;(2) Yale Child Study Center, 230 South Frontage Road, P. O. Box 3333, 06510 New Haven, Connecticut |
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Abstract: | The intellectual, academic, and adaptive strengths and weaknesses of 30, medication-free children (M = 10.5 years) with Tourette syndrome (TS) were assessed with a battery of standardized psychoeducational measures and the Vineland Adaptive Behavior Scales. Results indicated significant relative weaknesses in mental and written arithmetic, and relative strengths in reading achievement and abstract, logical thinking. Socialization skills emerged as a significant weakness in adaptive functioning. Comparisons between TS children with attention deficit disorder with hyperactivity (ADD-H) (n = 19) weakness in both groups in all areas assessed, but significantly lower performance IQs in TS subjects with ADD-H. These findings are discussed in relation to future research with TS children. |
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