Jan Rowe, Hon K. Yuen, Leon S. Dure; Comprehensive Behavioral Intervention to Improve Occupational Performance in Children With Tourette Disorder. Am J Occup Ther 2013;67(2):194–200. https://doi.org/10.5014/ajot.2013.007062
Download citation file:
© 2019 American Occupational Therapy Association
OBJECTIVE. We evaluated the efficacy of a comprehensive behavioral intervention for tics (CBIT) program to reduce tic severity and improve occupational performance in children with tic disorder using a one-group pretest–posttest design.
METHOD. Thirty children with tic disorder completed an eight-session CBIT program. The program focused on habit reversal, relaxation training, and function-based approaches to address how the environment and social situations (antecedents and consequences) sustain or influence tic severity.
RESULTS. We observed significant reduction in the number of tics and improvement in scores on the Parent Tic Questionnaire, Subjective Units of Distress Scale, and Child Occupational Self Assessment after CBIT compared with scores at baseline.
CONCLUSION. Findings provided support that CBIT reduced the number of tic expressions, tic severity, and level of distress associated with tic and improved these children’s self-perception of their competence in and importance of performing everyday activities (i.e., occupational performance).
Occupational therapists have a long history of using the cognitive–behavioral frame of reference to treat children with various behavioral disorders. Through the implementation of CBIT, occupational therapy practitioners can help support successful occupational performance and participation among children with TD.
The unique aspect of occupational therapy in the treatment of children with TD is that the therapeutic goal of the intervention is not only to assist the children in managing tic expression but also to improve their occupational performance in school, home, and community settings.
The CBIT treatment protocol (one 30–60 min session/wk for six to seven sessions) makes it possible for school-based occupational therapists to implement this therapy for the treatment of children with TD.
This PDF is available to Subscribers Only
For full access to this pdf, sign in to an existing account, or purchase an annual subscription.