What is Tourette Syndrome & Other Tic Disorders?
Tics are quick, repeated movements or sounds that feel hard to stop. Many kids describe a build-up feeling (a premonitory urge)—like an itch or pressure—that eases after the tic happens. Tics naturally wax and wane: they can be louder during stress, excitement, fatigue, or illness, and quieter when life is predictable and calm.
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Our goal is to help you understand what you’re seeing, reduce pressure around tics, and set up light, practical supports at home and at school.
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What Families Usually Notice First
Motor tics (movement)
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Frequent eye blinking
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Nose scrunching
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Facial grimacing
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Head nods/turns
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Shoulder shrugs
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Quick arm/leg jerks
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Occasional sudden movements, like a quick hop or tap
Vocal (phonic) tics (sound)
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Sniffing
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Throat-clearing
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Humming
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Squeaks
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Short syllables/words
Kids can sometimes hold tics briefly (for example, during roll call), but it takes effort, and they often “bounce back” later when the pressure is off.
“What Is It, Exactly?” — Tic Disorders in Plain Language
Professionals use the DSM-5-TR as a shared rulebook so that everyone means the same thing by a diagnosis. These definitions help guide services and support, but they don’t always capture the full day-to-day experience. In plain language, here’s how tic disorders are defined:
Tourette syndrome (Tourette disorder)
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At least 1 vocal tic and more than 1 motor tic (not necessarily at the same time)
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Present for over a year
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Start before age 18
Persistent (Chronic) Motor or Vocal Tic Disorder
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Motor or vocal tics (just one type)
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Present for over a year, start before 18
Provisional Tic Disorder
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Motor and/or vocal tics
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Present for less than a year, start before 18
Diagnosis is based on history and observation, not a blood test or scan.
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Everyday examples
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Ten months of blinking + throat-clearing → Provisional Tic Disorder.
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13 months of shoulder shrugs + humming → Tourette syndrome (both types, >1 year).
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Eighteen months of head jerks, no vocal tics → Persistent Motor Tic Disorder.
What Can Make Tics “Louder”?
​​Tics naturally wax and wane—they may seem louder at times, and softer at others.
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Stress, worry, big transitions
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High excitement (holidays, games, assemblies)
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Fatigue, illness, allergies
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Long periods of sitting still or high mental load (tests)
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Lots of attention to the tics (talking about them repeatedly)
Small tweaks go a long way: steady routines, plenty of sleep, brief “reset” breaks, and low-key responses.
What Else Can Look Like a Tic?
Sometimes other things look like tics or happen alongside them. Sorting this out is part of what we do together.
Stereotyped movements
Often seen in autism and also in some non-autistic kids
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How they look/feel: more rhythmic or continuous (e.g., hand-flapping, rocking).
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When they start: often earlier (toddler years).
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Why they happen: used for self-regulation or excitement.
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Key difference from tics: usually no “itchy urge → relief” feeling beforehand.
Note: A child can be autistic and have true tics; we look at what it feels like, when it began, and what brings it out to tell them apart.
Compulsions (OCD)
Actions done to reduce anxiety or “prevent something bad,." These may feel more purposeful or goal-driven than tics.
Functional tic-like behaviors
Often sudden, dramatic onset .These are often seen in groups of teens and may appear suddenly, without the usual pattern of waxing and waning.
Habit behaviors
Nail-biting, hair-twirling—usually no strong pre-urge and more under voluntary control.
Medical look-alikes
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Eye irritation/allergies → blinking
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Reflux/post-nasal drip → throat-clearing/sniffing
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Certain neurological conditions (e.g., seizures, dystonia)
Bottom line: if you’re not sure what you’re seeing, that’s okay—this is exactly what we help you figure out, so supports match your child’s pattern.
How The Neurodevelopmental Collective Can Help
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We start by listening and watching
You know your child best. We gather the story—when things began, what tics look/sound like, how they change. Short home clips can help us see what you see.
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We look for patterns and easy wins
When are tics louder? When are they softer? From there, we suggest simple changes (timing brief breaks, seating, predictability) that reduce pressure right away.
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We check for common companions
We screen for AD/HD, OCD/anxiety, learning needs, and sleep factors because these can amplify tics or affect school comfort.
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We rule out look-alikes
We tease apart tics from stereotyped movements, compulsions, functional tic-like behaviors, and medical look-alikes so support fits the actual pattern.
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We build a plan together
We create a plan together that may include CBIT, school accommodations, and—when needed—referrals to medical providers for medication discussions.
Note: NDC does not prescribe medication; we coordinate closely with your medical team when medicine is part of the plan.
First-Line Skill: CBIT (Comprehensive Behavioral Intervention for Tics)
CBIT gives kids practical tools to handle urges and reduce tic frequency/intensity:
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Notice the urge (build awareness) (e.g., 'I feel it coming.")
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Use a competing response (a deliberate move that makes the tic hard to do) (e.g., "I take a drink of water when I feel like I need to clear my throat.")
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Adjust routines/environments to reduce triggers
Many families see real-world benefits—less disruption, more comfort, more confidence.
Find a CBIT provider (telehealth options available):
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Tourette Association Find-a-Provider (filter for CBIT): https://tourette.org/find-a-provider/
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CDC CBIT overview for families: https://www.cdc.gov/tourette/treatment/cbit.html
Medication: The High-Level View
Medication is rarely the first step, but it can be helpful for some children when tics are painful, disruptive, or impacting daily life. Families may talk with a child psychiatrist, pediatrician, or neurologist about medication options. Choices depend on your child’s goals and overall profile and require regular follow-up.
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NDC does not prescribe medication; we collaborate closely with your medical team when medicine is part of the plan.
School Supports
For tics alone, most students qualify for a Section 504 Plan under Other Health Impairment (OHI), which allows for accommodations in the classroom.
An IEP is considered when tics or co-occurring conditions (AD/HD, anxiety/OCD, speech/language needs, SLD) create a need for specially designed instruction.
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Helpful 504 accommodations
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Quiet “tic break” pass; flexible seating/placement
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Alternate testing space; extended time if tics interrupt pacing
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Keyboarding instead of heavy handwriting; reduce copying from the board
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Alternatives to oral reading or public presentations when tics are active
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Teacher approach: low-attention, matter-of-fact responses; predictable routines
Home Strategies
(to pair with skilled care)
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Keep responses matter-of-fact; avoid repeated reminders about tics.
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Protect sleep, movement, and short reset breaks around high-demand times.
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For older kids, practice CBIT strategies between sessions (as your therapist advises).
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Encourage your child to share in their own words when they feel comfortable ("I have tics sometimes—they’re harmless"), which helps normalize the experience.
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Share a simple explanation with extended family/teams so no one minimizes the experience. (“He can hold them for a bit, but it’s tiring and they rebound later.”)