Gallina, N. B. (1990). Tourette’s Syndrome children: Significant achievement and social behavior variables (Publication No. 9000024) [Doctoral dissertation, City University of New York]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/303694991

City University of New York (New York City, NY); ProQuest document ID: 303694991

The test was given under two conditions: timed, untimed.

Eighty-one elementary students were assessed: 27 students with Gilles de la Tourette Syndrome (TS), 27 control students without disabilities, and 27 students with attention-deficit hyperactivity disorder (ADHD).

Three assessments were used: Wide Range Achievement Test-Revised (WRAT-R) arithmetic subtest, Metropolitan Achievement Test (MAT6) mathematics subtest, and ADD-H Comprehensive Teacher Rating Scale (ACTeRS)—for evaluating social behavior.

Participants with Tourette Syndrome performed poorly on the WRAT-R arithmetic subtest and on the MAT6 under timed conditions but scored in the average range in the untimed condition. Students with Tourette Syndrome displayed good social skills and little oppositional behavior when compared to students with ADHD, according to the ACTeRS.