Tourette Syndrome

Eddy, Clare M.

doi:10.1007/978-3-030-74985-9_8

Cited by 1 publication

(4 citation statements)

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“…The terms ‘expressive’ and ‘receptive’ have been used inconsistently in past reviews on the subject and have sometimes been used to refer to other language‐related skills. Some studies citing weak expressive language in children with TS have measured verbal fluency, speech sound perception or reading and writing (e.g., Brookshire, 1994; Bornstein et al., 1990; Ludlow, 1982; cited in de Nil, 2006, Eddy, 2021; Murphy & Eddy, 2013). Although verbal fluency represents an aspect of expressive language, the SLPs view of expressive language is much broader, usually involving a comprehensive look at elements of semantic, morphological, syntactic and pragmatic development, at the levels of the single word, sentence and larger discourse units.…”

Section: Discussionmentioning

confidence: 99%

“…Discussion of social communication in TS is mounting in the literature: several authors of past reviews have identified it as an area of concern in TS and literature on social cognitive challenges in adults has become well established (e.g., Eddy et al., 2010a, 2010b, 2011, 2016, 2017; Eddy & Cavana, 2015). Some researchers are querying if social communication could be a central component of the disorder since individuals with TS often exhibit socially inappropriate behaviour and have challenges on tasks involving social reasoning and social interpretation (See Albin, 2018; Eddy, 2021; Eddy & Cavanna, 2013; Eddy et al., 2011). Only a few studies of social cognition in children exist currently and, as previously stated (e.g., Eddy et al, 2011; Morand‐Beaulieu et al, 2017b), findings indicate that these challenges are subtle.…”

Section: Discussionmentioning

confidence: 99%

“…The research programme led by Eddy and colleagues in the early 2010s (e.g., Eddy et al., 2010a, 2010b, 2011) has documented that adults with TS process social information differently (see Eddy et al., 2017). Furthermore, socially inappropriate behaviour is a well‐known aspect of TS (i.e., cursing tics and non‐obscene socially inappropriate symptoms; NOSIS), which, along with social cognitive challenges, may indicate that pragmatic language challenges are a core feature of TS (Albin, 2018; Eddy, 2021; Eddy & Cavanna, 2013; Eddy et al., 2011). Studies of adults with TS have reported subtle challenges in several aspects of social cognition that tie into social communication, including understanding the appropriate use of nonliteral language (i.e., sarcasm and metaphor), reading intentions, understanding humour, understanding emotional states, understanding and considering others’ perspectives or mental states, social problem solving, social reasoning and recognising social indiscretions (Channon et al, 2003a; Channon et al., 2012; Eddy & Cavana, 2015; Eddy et al., 2010a, 2010b, 2011, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Several previous reviews have addressed aspects of language and communication in TS (Burd et al., 2008; De Nil et al., 2006; Morand‐Beaulieu et al., 2017b, Murphy & Eddy, 2013), with the most recent being a book chapter focused on social communication (Eddy, 2021). Eddy (2021) summarised several studies of language and social cognitive abilities, and outlined how tics and other behaviours in TS can violate conversational rules and interfere with communication. Eddy highlighted the need for a greater understanding of social challenges in TS from a pragmatic point of view, discussing several theories on the relationship between TS and social communication.…”

Section: Introductionmentioning

confidence: 99%

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A scoping review of oral language and social communication abilities in children with Tourette syndrome

Feehan,

Charest

2023

Intl J Lang & Comm Disor

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BackgroundChildren with Tourette syndrome (TS) have historically experienced problems in academic and social settings, yet their language and communication abilities have not been extensively researched.AimsThis scoping review maps the literature on the oral language and social communication abilities of children with TS in order to describe the nature of the current literature, present a summary of major findings and identify where gaps exist.MethodsA scoping review was completed to identify studies measuring the oral language or social communication abilities of children with TS. A systematic search of six electronic databases was conducted to obtain published and unpublished literature. All English studies measuring the oral language or social communication abilities of children with TS were included. Information was extracted from records and knowledge was synthesised in a narrative summary.Main ContributionWe identified 56 records for inclusion. Almost all records were located in journals within the fields of psychology and psychiatry. Skills most often studied were verbal IQ and verbal fluency. The literature suggests an increased prevalence of language disorders and social communication problems in children with TS; however, literature comprehensively detailing these challenges was scarce. Language strengths were identified in verbal intelligence, story/sentence recall, categorisation and performance on tasks at the single‐word level.ConclusionsOral language and social communication skills are important for academic and social success. This review brings scattered literature together to provide up‐to‐date information about language in children with TS and highlights that there are considerable gaps in our knowledge about language and communication in this population. This scoping review can inform future research and support speech language pathologists in the assessment of young people with TS.WHAT THIS PAPER ADDSWhat is already known on the subject Speech‐language pathologists (SLPs) working in various contexts (e.g., schools, mental health teams) are likely to encounter children with Tourette syndrome (TS); however, the description of this population and potential communication characteristics is not well represented in the SLP literature. Previous literature reviews have reported strengths in verbal fluency and morphological processing. Challenges in expressive language, higher order language, social cognition and a propensity towards autistic traits have also been identified.What this paper adds to existing knowledge This review differs from previous narrative reviews by employing a systematic approach to searching for literature. As a result, we identified 25 additional studies that had not been cited in previous reviews and additional relevant findings in 23 previously reviewed studies. This review confirms several previous conclusions about language in children with TS and extends or clarifies several others, thereby providing the most current information on oral language and social communication abilities. The use of current taxonomies of language and social communication helps to organise this literature for clinicians and researchers in speech‐language pathology and identifies a need for further research from the SLP perspective.What are the potential or actual clinical implications of this work? These results imply that SLPs should screen children with TS for language disorders and investigate social communication and social interaction development. Clinicians can expect greater challenges in language and communication development for children with complex forms of TS (i.e., those who exhibit co‐occurring conditions such as attention‐deficit/hyperactivity disorder). The multidisciplinary nature of the current literature implies that clinical collaboration with other disciplines will be of particular benefit to serving this group of children.

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