Controlled Evaluation of an Educational Intervention Used to Modify Peer Attitudes and Behavior Toward Persons With Tourette’s Syndrome

Abstract

Individuals who exhibit motor and vocal tics are viewed as less socially acceptable than persons who do not exhibit tics. Efforts have been made to alter the negative perceptions through the use of education. However, the effectiveness of peer education and whether it need be Tourette syndrome (TS) specific remains unclear. One hundred and seventy college students were randomly assigned to view either an educational video about TS, a video about depression, or no educational video, before providing attitudinal and behavioral data on social acceptance of either an actor or actress engaging in motor and vocal tics. Those viewing the TS-specific educational video held more positive attitudes toward persons with tics than those receiving the other two interventions; however, the effect on social behavior intentions and actual social behavior was unclear. Implications of these findings and directions for future research are discussed.