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Tourette Syndrome and Learning Disabilities

Larry Burd is an associate professor at the Departments of Neuroscience and Pediatrics at the University of North Dakota and an education specialist in the Child Evaluation and Treatment Program. He obtained his MS in special education at Eastern Montana College. His research interests include developmental disabilities, time estimation, Tourette Syndrome, and autism.

David W. Kauffman

David W. Kauffman is in the doctoral program at the Department of Clinical Psychology at the Unïversity of North Dakota. His research interests include reading across the life span and developmental disorders in children.

Jacob Kerbeshian

Jacob Kerbeshian, MD, is an associate professor of neuroscience at the University of North Dakota School of Medicine. He received his MD at the University of Rochester. His research interests are developmental disorders in children, adolescents, and adults; Tourette Syndrome; and psychiatric aspects of genetic disorders. Address: Larry Burd, MCRH, 1300 So. Columbia Road, University of North Dakota, Grand Forks, ND 58202.

We reviewed the records of 42 consecutive cases of children with Tourette Syndrome (TS) who had IQs above 70, and contrasted the reading, reading comprehension, math, and spelling quotients with IQ scores to determine how many would meet criteria for a learning disability. The mean IQ of the 35 males and 7 females was 94.4 and was higher than the mean math score (82.8), spelling score (90.4), reading score (87.4), and reading comprehension score (853). Using a 1.5 standard deviation discrepancy, 51% met criteria for learning disability in at least one academic area; 21% had a 2-standard-deviation discrepancy. Children with TS frequently have learning disabilities, and assessment of academic achievement should be a routine aspect in the evaluation of such children.

Journal of Learning Disabilities, Vol. 25, No. 9, 598-604 (1992)
DOI: 10.1177/002221949202500909


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