Cognitive Profile

Typically, the cognitive profile associated with TS is characterized by relative strength in verbal skills and relative weakness in visuospatial processing, executive functioning, and arithmetic. It has been noted that up to 75% of women with TS experience difficulties with math, including challenges with math calculation and applied skills. Young girls with TS may exhibit struggles with number recognition or understanding of 1:1 number correspondence and in early elementary school years, may exhibit longer response times for retrieving math facts. This difficulty with recalling math facts may also be related to potential deficits in processing speed. 

Deficits in visuospatial working memory is also seen in many individuals with TS. The learning profile associated with TS is very similar to that associated with Nonverbal Learning Disability (NVLD or NLD). In fact, research has shown that a significantly high percentage of the individuals diagnosed with TS exhibit the strengths and weaknesses seen in individuals diagnosed with a NVLD.

Estimates of the prevalence of NVLD in children and adolescents may be 3% to 4% in the general population. Given that few youths are diagnosed with NVLD and receive treatment, education professionals need to be vigilant in identifying children (with or without TS) who exhibit the pattern. Furthermore, NVLD diagnosis is absent in the DSM and the International Classification of Diseases, and thus, development and testing interventions for the disorder are needed.

Challenges in maintaining attention may also impact academic performance in some girls with TS. A related increased risk of ADHD has been reported as a co-morbidity in TS. Distractibility, difficulty in multi-tasking and issues with flexibility in thinking that have been reported in some individuals with TS have the potential to negatively impact optimal academic performance.