Session Ten (Tics and Tourettes) Flashcards

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1
Q

What are tics?

A
  • Involuntary, abrupt, movements or sounds that occur individually or in bouts
  • Involuntary, though can be suppressed
  • Suggestible
  • Range from simple to complex
  • Normally preceded by a “premonitory urge”
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2
Q

What is Tourette’s?

A
  • Tourettes is a neuro-developmental disorder with onset in childhood, characterised by multiple motor tics and at least one vocal (phonic) tic.
  • These tics characteristically wax and wane
  • Largely neuro-developmental in nature but has a significant psychiatric component as well.
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3
Q

Give some examples of Motor Tics (both simple and complex)?

A

Simple:

  • Eye blinking
  • Eye movements
  • Nose movements
  • Mouth movements
  • Facial grimaces
  • Head jerks
  • Shoulder shrugs
  • Arm movements
  • Hand movements
  • Leg/Toe movements

Complex:

  • Touching
  • Tapping
  • Dystonic or Abnormal posture
  • Squatting
  • Jumping
  • Copropraxia (obscene gestures)
  • Self-abusive behaviour
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4
Q

Give some examples of phonics tics (complex and simple)?

A

Simple = mostly sounds and noises:

  • Throat clearing
  • Sniffing
  • Animal noises

Complex = closer to words:

  • Syllables
  • Words
  • Coprolalia (obscene words)
  • Echolalia (repeating others words)
  • Palilalia (repeating your own words)
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5
Q

What is the difference between Tourette’s and Chronic Tic Disorder?

A

Tourettes by definition involves multiple motor tics and at least one vocal tic.

CTD can involve just one form, wither as Chronic Motor Tic Disorder or Chronic Vocal Tic Disorder.

(N.B. there also exists a form that lasts less than 1 year, Transient or Provisional Tic Disorder)

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6
Q

Who tends to be affected by tic disorders?

A

Boys more often than girls.

Mean age of onset is about 5-6.

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7
Q

What exacerbates and lessens tics?

A

Exacerbated by anxiety, stress, fatigue.

Lessened by mental distraction and attention.

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8
Q

What is the standard progression of tic disorders from diagnosis?

A
  • Diagnosis at age 3-8
  • Waxes and waning course from there
  • Peaking at around age 10-13
  • Remit independent of treatment in late adolescence and early adulthood (for majority of people)
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9
Q

How frequently do tics persist into adulthood?

A

Reasonably. Of 82 children with significant childhood tic symptoms:

  • 37% showed no adult tics
  • 18% minimal tics
  • 26% showed mild tics
  • 19% maintained severe tics

So actually quite a varied picture.

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10
Q

What do tic disorders in adults look like?

A
  • Facial and truncal tics are more common
  • Phonic and extremely tics tend to be less common
  • Higher chance of having a mood disorder
  • Higher risk of substance abuse
    (therefore, severe impact on overall health)
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11
Q

What are Echophenomena?

A
  • Echophenomena are automatic imitative actions without explicit awareness or pathological repetitions of external stimuli or activities, actions, sounds, or phrases, indicative of an underlying disorder.
  • Seen commonly in tic disorders but also in autism, Sz catatonia, aphasia, epilepsy and dementia
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12
Q

Give 3 common examples of echophenomena?

A
  • Echolalia (repetition of another person’s spoken words)
  • Echopraxia (repetition or imitation of another person’s actions)
  • Palilalia (involuntary repetition of words, phrases or sentences)

All are reasonably common in tic disorders.

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13
Q

What are some consequences of tic severity?

A
  • Reduced QoL
  • Overall impairment in school
  • Difficulties with social functioning
  • Day to day problems with emotional control
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14
Q

What are some common co-morbidities with Tic Disorders?

A
  • ADHD (very high, over 50%)
  • OCD (30-80%)
  • Mood disorders
  • Anxiety
  • Learning disabilities
  • ASD
  • Aggression
  • Impulse Control Disorders
  • Suicidal ideation
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15
Q

Why is the overlap between tics and ADHD important?

A
  • 40-90% of child population with TS have ASDH
  • ADHD typically precedes onset of tics
  • Causes greater stress and poorer overall functioning
  • Not associated with increased tic severity
  • Causes sleep onset problems
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16
Q

What are Rage Attacks?

A
  • Sudden, explosive episodes of rage
  • Out of any proportion with trigger that caused them
  • Patient is difficult to calm down
  • Rage Attacks increase in frequency with the onset of tic behaviour
  • Persists into adolescence and adulthood
  • Not related to tic severity
  • More commonly seen in individuals with tics and a co-morbidity (e.g. ADHD or OCD)
  • Unclear whether caused by TD, TD-Co-M interaction or totally independent
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17
Q

What was the purpose of the 2012 ADHD TACT study?

A
  • Treatment of ADHD in Children with Tics
  • Sought to investigate how we should treat ADHD in kids with tourettes
  • Long been a concern that treating the hyperactivity symptoms might worsen tic symptoms

Findings:

  • MPH did not worsen tics
  • Clonidine was effective at treating hyperactivity symptoms
  • Outcome measures were best w/ combination

Conclusion: Stimulants should not be avoided due to concerns about worsening tics

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18
Q

What is the link between Tics and OCD?

A
  • 30-50% co-occurence
  • Emerges after the onset of tics
  • Associated with increased tic severity
  • People with both measure higher on measures of psychopathology (e.g. depression, anxiety, psychosocial stress, global functioning)
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19
Q

What is the difference between the Compulsions seen in OCD and the Tics seen in TD?

A
  • Compulsions are performed to reduce anxiety created by Obsessions.
  • Tics may create anxiety but are not caused by anxiety themselves.
  • However this isn’t black and white, significant grey area (e.g. Tic-related OCD, Tourettic OCD, maybe even PANDAS)
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20
Q

What is the overlap between Depression and Ticking behaviour?

A
  • 20-30% of people with tic disorders have MDD

- Depression symptoms correlate to severity of tics (pain, embarrassment, social isolation, academic failure)

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21
Q

Outline the difference between specific and general memory and how this relates to depression?

A
  • Differences in the way people remember things.
  • Can be demonstrated by asking the person to produce a memory e.g. think of a time when you were angry
  • General memory = people remember not as specific events but as a category of events (e.g. I’m angry when I have to take the tube)
  • Specific memory = people remember specific instances
  • More specific memory = Reduced risk of depression
  • Overly general memory is one of the most consistent findings about depression
  • Theory behind it is that people reduce the specificity of their memories as a protective mechanism, reduced emotional response
  • This can be protective against bad memories but also reduces the strength of good memories
  • Therapies targeting specific memory have been useful in the treatment of both MDD and TS
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22
Q

What are “Tic attacks”

A
  • Distinct bouts of severe, continuous, disabling tics lasting from 15 minutes to hours
  • Often related to anxiety
  • Might be panic attacks that present as increased ticking because the person tics anyway
  • 8% of people with tics experience them, more common in kids
  • Based on misinterpretation of internal body sensations as dangerous, or a tic is about to happen
  • Causes increased focus of attention contributing to onset and maintenance of tic attack
  • Responds well to external attention focusing and CBT
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23
Q

What is Internal Monitoring and how does it relate to tics?

A
  • Interoceptive accuracy e.g. how aware we are of our own heart beat
  • Better you are at monitoring internal sensation, more at risk you are of anxiety
  • Some theories suggest people with tics have significantly better internal monitoring due to their premonitory urges.
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24
Q

Outline the evidence for a genetic basis for Tics?

A
  • Strong suggestions it is genetic
  • De novo presentations are very rare, tend to have multiple family members with tics
  • Highest familial recurrence rates amongst neuropsychiatric disorders
  • Genetic underpinnings are poorly understood
  • Complex multi genetic inheritance
  • Regions on many chromosomes have been implicated

European Child Adol Psychiatry Study (2014):

  • TS Highest familial recurrence rates amongst neuropsychiatric disorders
  • MZ Twins (50-75% TS, 80% tics)
  • DZ Twins (10% TS, 25% tics)
25
Q

What is PANDA? What are its diagnostic features?

A

Paediatric Autoimmune Neuropsychiatric Disorder Associated with Strep Infection.

Diagnostic criteria:

  • Presence of OCD or tic disorder
  • Prepubertal onset
  • Acute symptom onset and episodic course
  • Temporal association between group A strep infection and symptom onset exacerbations
  • Associated with neurological abnormalities such as motor hyperactivity, choreiform movements
26
Q

What is PANS (Paeds Acute onset Neuropsychiatric Syndrome)

A

Acute onset neuropsychiatric disorder with or without an apparent environmental precipitant or immune dysfunction

27
Q

What anatomical differences are seen in children with tics? What is the possible etiological implication of this?

A

Changes in cortical and subcortical grey matter volume:

  • Reduced volume in subregions of the basal ganglia
  • Increased volume in the thalamus
  • Changes in the corpus callosum
  • Hypoplasia of the frontal cortex and reduced inter hemispheric connectivity
  • Cortical thinning of frontal, premotor, motor, sensorimotor cortical regions

Some differences appear to be specific to tics that carry on into adulthood e.g. smaller caudate volumes.

Possibly suggestive of atypical cortical development mechanisms.

28
Q

What differences in functional activity exist in those with TS?

A
  • Adults; Atypical activation in the motor and premotor regions during tasks of inhibitory control
  • Children; reduced activation of prefrontal cortex is associated with better performance and reduced tic severity
  • Children with and without TS can be distinguished by changes in the resting state functional connections within and between motor networks and executive control networks
29
Q

What differences in structural connectivity are seen in those with TS?

A

Diffusion Tensor Imaging Studies (which look into white matter tracts) have shown enhanced structural connectivity between striatum and thalamus in motor, frontal, parietal and temporal cortical regions

Enhanced connectivity in the motor pathways has been linked to tic severity
Enhanced connectivity in the orbito-frontal pathways has been linked to OC symptom severity

30
Q

What is the main neuro-chemical theory behind Tic Disorders?

A

Dopamine.

  • Dopamine has a variety of roles (motor function, reward processing, emotional response, temporal processing, response inhibition)
  • Dopamine has been implicated in a variety of other movement disorders e.g. Parkinsons
  • Various mechanisms have been suggested; Excess dopamine release, Sensitive dopamine receptors, Hyperinnervation of dopaminergic neurons, Abnormal presynaptic terminal function
31
Q

What are Neuropsychological Profiles?

A
  • Alterations in brain structure and function that contribute to changes in cognitive functioning
  • Relevant to how we understand behaviour and emotional problems
  • Informs therapeutic and educational interventions
  • Need to consider developmental trajectories of cognitive skills
  • Includes things like IQ, Executive functioning and Attention
32
Q

What is the link between IQ and Tourette’s syndrome?

A

Complex:

  • TS patients have high average IQs; 117
  • Lower if they also have ADHD (103)
  • Verbal IQ is greater than Perceptual IQ

Debes (2011)

  • Controls did better than TS at tasks relating to visa-motor integration
  • TS did better than TS with ADHD at mental arithmetic tasks (working memory).
33
Q

How do people with Tourette’s perform on attention and concentration tests?

A
  • Poorly, correlates with co-morbid ADHD

- But poor even when you control for ADHD

34
Q

How do people with Tourette’s perform on Executive Functioning tests?

A
  • TS only; Poor on phonemic fluency and inhibition but otherwise normal
  • TS and ADHD; Poor on verbal inhibition, planning, multitasking otherwise normal
  • TS and OCD; Poor on switching and cognitive flexibility (which the other two groups are fine on)

Shows the complex relationships these conditions have with each other and with executive functioning

35
Q

How common are academic difficulties in Tourette’s?

A
  • 23% of kids with TS have a specific academic difficulty
  • ADHD co-morbidity accounts for most of the differences
  • Clinical indicators; Male, Onset below age 8, Perinatal problems, Coprophenomena (tics relating to social taboos), Behavioural or emotional problems
36
Q

In what specific ways can tics create issues at school?

A
  • Interfere with learning (e.g. handwriting or sports)
  • Actively suppressing tics (impact on attention)
  • Anxiety about ticking around peers (teasing, bullying, social problems)
  • Teachers mistaking tics for rude behaviours (e.g. eye rolling)
  • Difficulty with motor skills (e.g. throwing a ball)
  • Impulse control problems
37
Q

Why are environmental factors considered when thinking about tic management?

A

It is a neuro disorder (NOT learned) but still influenced by environmental factors such as:

  • being upset or anxious
  • watching tv
  • being alone
  • social gatherings
  • stressful life events
  • hearing others cough
  • talking about tics
38
Q

What environmental factors associated with tic exacerbations?

A
  • tv
  • video games
  • homework
  • coming home from school
  • classroom
  • public place
  • physical activities
  • in car
  • anticipation
  • meals
  • bedtime routine
39
Q

How can reinforcement affect tic behaviour?

A

Tics can be reinforced by both positive and negative reinforcement:

  • Positive e.g. attention, hugs, or extra privileges like iPad and tv time
  • Negative by avoiding something unpleasant like homework ro classes
40
Q

What does the Behavioural Analysis model suggest about how the environment causes tic behaviour?

A

States that tic behaviour is affected by both antecedents and consequences:

  • ABC model (antecedents, behaviour, consequences)
  • Antecedents = Places, situations, other people, activities, internal experiences
  • Consequences in terms of both positive and negative reinforcement
41
Q

What is the “Reinforcement Cycle” in tic behaviour?

A
  • Tics are normally preceded by a premonitory urge (tic signal)
  • Often compared to the feeling you get if you try and stop yourself blinking (tension, tingling, itchy)
  • Performing the tic provides relief
  • Creating a cycle of negative reinforcement
  • Tics, while involuntary, can be suppressed
42
Q

What forms of psychological management are available for management of Tic Disorders?

A
  • Psychoeducation
  • Habit reversal therapy
  • Exposure and response prevention
  • CBT
  • Relaxation and Mindfulness
43
Q

Outline the principles of Psychoeducation for Tic Disorders

A
  • Teach parents about what tics and tic disorders are, outline their developmental trajectory
  • Correct some common misconceptions about TS (brain damage, permanent, coprolalia)
  • Suggestibility and active ignoring (explain some neuro theory behind it)
  • Common co-morbidities to look out for
  • Implications for education (specific problems that should be supported)
44
Q

Outline the principles of Habit Reversal Therapy for Tourette’s?

A
  • Learn to perform a different (more socially acceptable) movement or noise until the premonitory urge passes
  • Increase awareness of premonitory urge (tic catching)
  • Competing resource training (mouth stretching, arm movements, cross fingers and arms)
  • APA considers this an effect management method
45
Q

What are the 3 rules to consider during Competing Response Therapy for tics?

A

1) Doing the competing response makes it impossible for you to perform the tic
2) The competing response is less socially noticeable than the tic
3) The competing response can be performed if you are naked in the desert

46
Q

What are some good examples of Competing Responses in tic therapy?

A
  • Press lips together
  • Clench jaw
  • Cross fingers
  • Cross arms
  • Arms of steel
  • Inhale and slowly exhale
47
Q

Outline Comprehensive Behavioural intervention for Tics (CBiT)?

A

Multi component treatment:

  • Psychoeducation
  • Functional analysis
  • Awareness training
  • Competing response training
  • Social support
  • Relaxation training
48
Q

What evidence is there for the effectiveness of CBiT?

A

Piacentini et al 2010:

  • 2 parallel studies looking into the effectiveness of CBiT
  • One looked at children the other looked at adults
  • CBiT was shown to be more effective than supporting therapy
  • 87% of people involved in the study showed a continued benefit at 6 months
  • Symptom severity reduction is comparable to major pharm options such as Clonidine
49
Q

Outline the principles of Exposure and Response Prevention?

A
  • Tics are a conditioned response to the premonitory urge
  • E/RP interrupts the association preventing tics from occurring
  • Process; Exposure to the urge, resist performing the tic, habituation over time
  • Sitting with feelings of discomfort until they pass
50
Q

Which is thought to be better Habit Reversal Therapy or Exposure Response Therapy?

A

Not that many studies have been performed to investigate this, but looks like there isn’t a significant difference in efficacy between the two

51
Q

Outline CBT for Tic Disorders?

A
  • Essentially ERP with cognitive and behavioural restructuring as part of the competing response
  • General restructuring for anticipations, metacognition, appraisals regarding tic appearance
  • Increase flexibility into judgements about actions and intended actions
52
Q

Tics are quite strongly linked to anxiety, how is this tackled therapeutically?

A
  • By identifying the links between thoughts, feelings and behaviours in challenging or high tic situations (e.g. bestie, social situations, when studying)
  • By formulating interactions between anxiety and tics (ABC model, cognitions, physiology etc)
  • Address maladaptive cognitions using CBT (threat appraisal, thought challenging, behavioural experiments)
  • Habit reversal therapy specific to tics)
53
Q

What interventions can be implemented at school to help manage tics?

A
  • Educating the staff about tic management (leaflets, letters, liaison)
  • School visits (inc. direct patient observation, liaise with staff, current management)
  • Encouraging children talk to peers in a way that emphasis the neuro nature of the condition but without saying anything is wrong
  • Tourette’s action talks
  • Do a class presentation on tics
54
Q

What compensatory strategies can school staff implement to help them manage their condition in school?

A
  • Tic time out pass
  • Fiddle to focus tangle toys
  • Seating position in class to reduce distractions
  • Visual time table/personal organisers or planners
  • Sand timers and alarms to help manage time
  • Traffic light system (stop, think, act)
  • Break activities down into simpler steps
  • Written instructions and prepared worksheets
  • Positive engagement and rewarding effort is essential
  • Additional time in exams to complete class work
55
Q

What pharmaceutical management options exist for Tics?

A
  • Clonidine (a noradrenergic agent) is the most commonly prescribed agent
  • Atypical antipsychotics (e.g. Risdperidone) can also be used
  • As can Typical antipsychotics (e.g. Haloperidol)

However it is worth noting we are slowly trying to move away from these forms of therapy.

56
Q

How long does Clonidine take to work when used for Tic Disorders? What side effects does it have?

A
  • Alpha 2 agonist
  • May need up to 6 weeks to feel effect
  • Maximal effect after 4-6 months

Side effects:

  • Blood pressure changes
  • Constipation
  • Mood Changes
  • Sleep disturbance
  • Psychotic symptoms
57
Q

What are some alternative treatment options for tics?

A
  • Botox injections

- Deep brain stimulation (very early stages of development but initially promising)

58
Q

What assessment tools are used in Tics?

What are some potential limitations of these tools?

A

Most common 2 =

  • Yale Global Tic Severity Scale
  • MOVES

Major limitation is that they would score someone with multiple negligible tics as similar to a person with one massive tic, when actually the difference in disability between the two is huge.