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The purpose of this paper is to present the diagnosis and treatment of idiopathic hypersomnia comorbidity tics disorder. The client is 15 years old， female， a senior student， with frequent blinking and a crooked mouth since childhood， diagnosed with tics disorder. She previously had consistently good academic performance. Since the COVID-19 epidemic in 2020， the client has been sleeping more， averaging 12 hours per day， accompanied by increased daytime sleep with fatigue after waking up， and a significant decline in her studies. She was diagnosed with idiopathic hypersomnia comorbidity persistent （chronic） movement or tic disorder. It was suggested that she adopt a method of comprehensive biopsychosocial intervention. Biotherapy with methylphenidate can improve her arousal， enhance attention and improve drowsiness， meanwhile， changes to tic symptoms must be monitored. Cognitive behavioral therapy was used to help the client correct cognitive biases， reshape cognitive structure， and establish confidence in rehabilitation. Mindfulness therapy was adopted to help the client adjust her emotions. In terms of social resources， the client was encouraged to explore resources actively， seek social support， and build therapeutic alliances. Through coordinating multiple resources， the client reduced symptoms of sleepiness and enhanced her adaptability to continue with her studies.
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Objective:To explore whether executive function (EF) deficits are specific to attention-deficit/hyperactivity disorder (ADHD) or whether such deficits are also associated with tics disorder (TD).Methods:A total of 112 ADHD comorbid TD (ADHD +TD) children,112 pure ADHD children and 112 normal controls were selected.The diagnosis was according to the criteria of Diagnostic and Statistical Manual of Mental Disorders,Fourth Edition (DSM-Ⅳ).The groups were matched by sex,age (less than 6 months) and IQ.The Rey-Osterrieth complex Figure Test,the Trail Making Test,and Stroop Color Word Test were administered to assess working memory,shifting and inhibitory function respectively.The results of the comparison between groups used multivariate analysis of variance,and the statistically significant indicators were conducted with apost-test comparison.Results:Both pure ADHD group and ADHD + TD group performed worse (P ＜ 0.05) in the aspects of the delay recalling structure score,the immediate memory detail score,delay recalling detail score of Rey complex figure test,time of numberletter part and shifting time of trail making test,the time of Stroops2,4,the errors of Stroop 4 and word interference than normal controls.In the aspects of the score of the structure and detail forgetting,the pure ADHD group performed worse (P ＜0.05) than normal controls,but the ADHD + TD group didn't.The differences were significant (P ＜ 0.05).The other differences all weren't significant (P ＞ 0.05).Conclusion:It suggests that children with ADHD have executive function deficit,particular in the tests assessing working memory,shifting and inhibitory function,whether or not comorbid tics disorder.Comorbid tics disorders may not be the factor of aggravation.
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A perturbação Gilles de la Tourette é um distúrbio neuropsicológico crónico, que resulta de anomalias ao nível dos neurotransmissores cerebrais. É caracterizada por fenómenos compulsivos, que originam tiques motores e vocais e origina problemas a nível social, emocional e particularmente na adaptação e integração no meio escolar. Este artigo procura promover um melhor conhecimento desta perturbação, da sintomatologia associada e essencialmente elaborar estratégias de intervenção educativa destinadas aos diversos agentes educativos, de modo a promover uma integração escolar e social mais eficiente.
Gilles de la Tourette syndrome is a neuropsychological condition, caused by multiple disorders in brain neurotransmitters. It is characterized by compulsive phenomena that give rise to motor and vocal tics, resulting in social and emotional problems, especially in integration and adaptation in school. The present article aims to improve knowledge of this disorder, including related symptoms, as well as to develop educational intervention strategies for various educational agents, so as to foster more efficient school and social integration.