Transient Tic Disorder

Bill Rogers (2006) in his book cited the report of Branwhite's study (Branwhite, 1988) that, "a teacher's capacity to empathize was the most valued teacher quality cited by his pupil." Meaning, good teaching and effective teacher is not only best in discussing and giving ideas as well as the logical thinking about the subject matter but also in imparting the positive attitudes to her/his student. Understanding their feelings and identifying their imperatives enable the teacher to address their deepest needs. Presumably, touches the students' inner self especially at the crucial stage of the child’s life. This, I’m referring to, is the early childhood education which I believe would create a positive attitude in them helpful for their wellbeing in the future.

Indeed, everyone in the class deserves the attention of the teacher. However, sometimes amidst the crowd in the classroom someone needs the proper attention and care the most. Maybe one of them suffers transient tic disorder which is common among children below 18 years old. According to the American Academy of Child and Adolescent Psychiatry states that tics affect up to 10 percent of children during their early school years (AACAP, 2012).

A child who is suffering from a transient tic disorder exhibits either a single motor or vocal tics or multiple motor or vocal tics uncontrollably. This disorder is three to four times more likely to happen in boys than girls. Grounds with its gender relation are still unfounded and unknown up to this time. Tics will be aggravated if the child experienced pressure, anxious and stressful situations. But it will considerably lessen or possibly stop when the child is fascinated and engrossed with novel and unique things, situations and tasks.

A motor tic is a repetitive, sudden involuntary spasmodic muscular twitch or contraction while vocal tic is also a repetitive and an involuntary noise or shouts. Both tics are symptoms of neurological abnormalities. However, as the name suggest it is transient, meaning passing because it does not stay long. 

http://www.wikihow.com/Tell-the-Difference-Between-Tourette's-Syndrome-and-Transient-Tic-Disorder

Normally tics occur several times in a day for few months but linger no longer 12 months.  For a change, based on the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), the term ‘transient’ tic disorder was changed to ‘provisional’ tic disorder “for tics that started less than a year before diagnosis.” Still, both terms ‘transient’ and ‘provisional’ suggest that the disorder is temporary.

Yet, many medical practitioners studying on this particular disorder did not counsel parents or guardians to be lenient regarding this type of tic disorder. Instead, they further advice those concerns, including parents, guardians, teachers and physician connected with the child to be keen and seriously watchful for the development of the child. Therefore, it would be good for everybody to study the following observable tics so that at any time, anyone concerns can monitor the child’s progress.

Motor (physical) tics can include the following:

o        Eye blinking

o   Head twitching

o   Clenching the fists

o   Curling the toes

o   Repetitive or obsessive touching

o   Flaring the nostrils/nose wrinkling

o   Facial grimacing

o   Jumping

o   Jerking the arms

o   Kicking

o   Opening the mouth

o   Raising the eyebrows

o   Shrugging the shoulders

o   Sticking out the tongue/lip biting

Vocal (sound) tics may also include:

o   Barking

o   Clicking

o   Coughing

o   Grunting

o   Hissing

o   Moaning

o   Sniffing

o   Snorting

o   Squealing

o   Throat clearing

The provisional tic disorder is just a kind of tic disorders which might be considered as the mildest. The other two tic disorders are the following, Persistent (chronic) tic disorder and the Tourette Syndrome (TS). I may not discuss any further regarding the other tic disorders on this paper because my focus is only about the provisional tic disorder and some of its challenges.

Generally, based on the many published studies concerning the tic disorders, there is much ambiguity regarding its cause and origin. Meaning to say, until today, researchers have never found any link as to why and how this kind of disorder developed. However, according to

Carelse, M (2013), that this disorder has a strong genetic component, and therefore this run in families. In other words, it is hereditary, which other researchers have also the same idea. Other research has also suggested that the “constant movement or sound production is related to brain chemical (neurotransmitter) abnormalities (dopamine).”

Although tics may not stay forever with the child, it may affect him tremendously. While still suffering, the child obviously faces peer pressure, bullying and teasing. These painful experiences may deter his social interaction and put him under distress which heightens the tics. Considerably, the child’s learning aptitude is also affected.

But this situation did not leave us helpless. The Early Childhood Education providers, particularly the teachers have much to do to relieve, improve and even stop the child’s tic disorder. A collaboration between education provider and parents is a must here. When a mentor notices a child exhibiting a symptom he/she should immediately talk to the child’s parents, ask his/her history and family background related to the disorder. Or much helpful still, the parents themselves should inform the teacher of their child’s tics, so that appropriate measures could be applied accordingly.

In addition, the following guidelines or strategies are helpful for mentors handling a child with the provisional tic disorder:

1.     Encourage parents’ child to educate their own child about his/her tics and to explain it with other children. This will help the child to be at ease with his/her tics and lessen his/her stress and anxiety.

2.     Do not criticize or affront the child for his/her tics. Remember that the child is not doing it on purpose. Moreover, your attention will stress and pressure the child, which will heighten or worsen the tics.

3.     Educate the children about tics disorder to raise their awareness so that they will react with their classmate who is suffering from the said disorder naturally.

4.      Be creative at all times. Engage the child in a novel situation or school/classroom activities.

REFERRENCES

1.     Bill Rogers. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support, 2^nd Ed. (Paul Chapman Publishing, 2006), 130.

2.     http://www.healthline.com/health/transient-tic-disorder#Overview1

3.     http://www.cdc.gov/ncbddd/tourette/diagnosis.html

4.     http://kidshealth.org/teen/diseases_conditions/brain_nervous/tics.html

5.     http://www.currentpsychiatry.com/index.php?id=22661&tx_ttnews[tt_news]=174938

6.     http://www.schoolbehavior.com/disorders/tourettes-syndrome/tics-and-tourettes-syndrome-overview/

7.     http://www.aafp.org/afp/1999/0415/p2263.html

8.     http://www.bellaonline.com/articles/art39298.asp

9.     http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2701289/

10.  http://www.pbs.org/parents/arthur/activities/acts/lost_found.html?cat=development