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APHA Scientific Session and Event Listing

Recorded presentation

Mark L. Wolraich, MD¹, Melissa A. Doffing, MA¹, Barbara Neas, PhD², Susanna Visser, MS³, and Lawrence Scahill, MSN, MPH, PhD⁴. (1) Department of Pediatrics, University of Oklahoma Health Sciences Center, 1100 NE 13th, Oklahoma City, OK 73117, 405-271-6824 ext. 45124, mark-wolraich@ouhsc.edu, (2) Department of Biostatistics and Epidemiology, University of Oklahoma Health Sciences Center, 801 NE 13th Street, CHB 325, Oklahoma City, OK 73117, (3) Division of Human Development and Disability, National Center on Birth Defects and Developmental Disabilities, 1600 Clifton Road, MS E-88, Atlanta, GA 30333, (4) Department of Nursing & Child Psychiatry, Yale Child Study Center, 230 South Frontage Road, New Haven, CT 06519

Epidemiologic data on the frequency of tics, tic disorder, and Tourette syndrome in a non-referred population are very sparse and the results are highly discrepant with prevalence ranging from 3/10,000 to 20% (Barkley, 1988; Scahill, Tanner, & Dure, 2001). Participants in the current study of frequency of tic disorders and ADHD included 5748 public school children in Pre-K through 6th grade. The sample was 51% male and included children from diverse ethnic/racial backgrounds: Hispanic 5%, Non-Hispanic 88%; African American 30%, Native American 4%, White 59%, other race 3%. Teachers (n = 5748) and parents (n = 1378) completed coordinated screening questions regarding presence of motor and phonic tics, tic interference, ADHD symptoms, functioning in school and diagnosis and medication treatment for ADHD and tic disorders. The sample included 140 (2.4%) children who were reported to have tic symptoms nearly every day, 924 (16%) children that met symptom criteria for ADHD, and 88 (1.5%) children who met both tic and ADHD criteria. In the 35 cases where parents reported a diagnosis of tic disorder, only one teacher was aware of the diagnosis. In contrast, when parents reported an ADHD diagnosis, teachers were aware about half of the time. This study provides a base of knowledge about current rates of these disorders in a non-clinical setting and addresses questions about the value of school-based screening for tic disorders. These findings also raise questions on how to provide educational services to children whose parents may not inform schools about their child's tic diagnoses.

Learning Objectives: At the conclusion of this session, the participant in this session will be able to

• Describe the varying rates in incidence reports of tics and tic disorders in the current literature.
• Recognize the impact study design may have on the report of tic disorders and other low incidence disorders.
• Discuss the implications to the educational setting for teachers that are not aware of diagnosed tic disorders.

Keywords: Children and Adolescents, Epidemiology

Presenting author's disclosure statement:

Any relevant financial relationships? No

Recorded presentation