ABSTRACT
Tourette’s syndrome (TS) is now recognized as a common neuropsychiatric disorder with a spectrum of neurological, behavioral, and cognitive features. There has been a considerable amount of debate over the past two decades regardingwhether or not TS patients demonstrate intellectual deficits, specific learning disabilities (LDs), or specific neuropsychological deficits (1). There does appear to be general consensus that specific cognitive and learning deficits are present in TS and occur in a significant percentage of patients, suggesting that early and accurate assessment of these deficits is critical. Neuropsychological and psychoeducational testing is useful for identifying these specific deficits, particularly in TS children whomay bemore vulnerable to poor school performance, academic failure, and delayed psychosocial development. Early educational intervention for TS patients with learning disabilities and/or specific neuropsychological impairment can improve the quality of their education and enhance academic achievement.
