Controlled Evaluation of An Educational Intervention Used To Modify Peer Attitudes and Behavior

Behavior Modification
http://bmo.sagepub.com
Controlled Evaluation of an Educational Intervention Used to Modify Peer Attitudes and Behavior
Toward Persons With Tourette’s Syndrome
Douglas W. Woods and Brook A. Marcks
Behav Modif 2005; 29; 900
DOI: 10.1177/0145445505279379
The online version of this article can be found at:

http://bmo.sagepub.com/cgi/content/abstract/29/6/900
Published by:
http://www.sagepublications.com
Additional services and information for Behavior Modification can be found at:
Email Alerts: http://bmo.sagepub.com/cgi/alerts
Subscriptions: http://bmo.sagepub.com/subscriptions
Reprints: http://www.sagepub.com/journalsReprints.nav
Permissions: http://www.sagepub.com/journalsPermissions.nav
Citations http://bmo.sagepub.com/cgi/content/refs/29/6/900
Downloaded from http://bmo.sagepub.com by sorina constandache on April 28, 2009

BEHAVIOR
10.1177/0145445505279379
Woods, Marcks
MODIFICATION
/ EDUCATIONAL
/ November
INTERVENTION
2005 FOR TOURETTE’S
Controlled Evaluation of an Educational

Intervention Used to Modify Peer
Attitudes and Behavior Toward Persons
With Tourette’s Syndrome
DOUGLAS W. WOODS
BROOK A. MARCKS
University of Wisconsin–Milwaukee
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 syn-
drome (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 educa-
tional 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.
Keywords: Tourette syndrome; education; social acceptability; attitude
Tourette’s syndrome (TS) is a neurobehavioral condition that con-

sists of multiple motor and one or more vocal tics (American Psychiat-
ric Association, 1994). Tics associated with TS may also result in indi-
viduals with TS experiencing negative social ramifications from the
occurrence of their tics. However, research has only recently begun to
systematically examine the social implications of the disorder. Using
the Vineland Adaptive Behavior Scale, Dykens et al. (1990) found
AUTHORS’ NOTE: Correspondence concerning this article should be sent to Douglas W.

Woods, Ph.D., Department of Psychology, Box 413, University of Wisconsin–Milwaukee, Mil-
waukee, WI 53201; e-mail: dwoods@uwm.edu
BEHAVIOR MODIFICATION, Vol. 29 No. 6, November 2005 900-912
DOI: 10.1177/0145445505279379
© 2005 Sage Publications
900

Woods, Marcks / EDUCATIONAL INTERVENTION FOR TOURETTE’S 901
that children with TS exhibited poor socialization skills when com-

pared to their peers without TS, and Shady, Fulton, and Champion
(1988) found that 68% of persons with TS experienced social difficul-
ties with their peers. Furthermore, children with TS have been found
to be more withdrawn and less popular than their peers without TS
(Stokes, Bawden, Camfield, Backman, & Dooley, 1991) and report
problems with making and maintaining friendships (Champion,
Fulton, & Shady, 1988). There is also evidence that these negative
social outcomes carry into adulthood, as adults with TS experience
negative social effects such as job discrimination (Shady, Broder,
Staley, Furer, & Papadopolos, 1995) and problems in romantic
relationships (Champion et al., 1988).
Although a number of hypotheses exist to explain the initial cause
of social difficulties (e.g., Bickett & Milich, 1990), individuals with
behavioral disorders (including TS) often face stigmatization, which
is thought to play a role in the social difficulties. For example, a survey
of the general public regarding the attitudes and opinions of those with
behavioral disorders found that persons with such problems are
viewed as unpredictable and difficult to talk to (Crisp, Gelder, Rix,
Meltzer, & Rowlands, 2000). Specific to individuals with TS, several
studies evaluating children and adolescents reported that persons with
motor and/or vocal tics elicit more negative social perceptions than
persons without tics (e.g., Boudjouk, Woods, Miltenberger, & Long,
2000; Friedrich, Morgan, & Devine, 1996). Similar results were also
seen in college students with tics (Woods, Fuqua, & Outman, 1999)
and adults with mental retardation who exhibit tics (Long, Woods,
Miltenberger, Fuqua, & Boudjouk, 1999).
Given that persons with TS may experience social difficulties, and
this may in part be caused or compounded by others’ negative percep-
tions of the persons with TS, it appears necessary to address these neg-
ative perceptions by developing attitude change strategies. Although
one obvious strategy would be to eliminate the occurrence of the tics,
current treatments for TS do not always achieve such results (e.g.,
Peterson, Campise, & Azrin, 1994). Thus, Comings and Comings
(1987) among others (e.g., Dedmon, 1986; Fisher, Conlon, Burd, &
Conlon, 1986; Hagin & Kugler, 1988; Meyers, 1988; Shady et al.,
1995) have proposed an alternative strategy involving the develop-

902 BEHAVIOR MODIFICATION / November 2005
ment of peer education programs about TS to improve the perceptions

others hold about persons with the disorder. Nevertheless, little
research has been conducted on the efficacy of such programs to alter
the negative social perceptions of those with TS.
Research on the effectiveness of more general mental health educa-
tion in modifying people’s attitudes and behaviors toward persons
with psychological disorders offers insight into potentially useful
interventions for persons with TS. For example, radio programs con-
cerning mental health education have been found to be an effective
means of combating stigmatization and promoting acceptance of
those with mental disorders (Hickling, 1992). In addition, Austin and
Husted (1998) conducted a survey to subscribers of a free monthly
newsletter concerning mental health issues. The survey revealed that
46% of respondents reported a change in their attitudes toward mental
illness, while an additional 41% reported changing their behavior in
reaction to information they read in the publication. Alternative edu-
cational approaches have also targeted specific subgroups of individu-
als with mental disorders. Wolff, Pathare, Craig, and Leff (1996)
implemented an educational program that included information
sheets, a video, social events, and a discussion forum in a neighbor-
hood where a group home for persons with mental illnesses was being
opened. Compared to the control group, the group who received the
educational program reported a lessening of fearful attitudes and had
more social contact with the individuals in the group home.
In one of the few studies to evaluate the effectiveness of education
in altering the perceptions of persons with TS, Friedrich et al. (1996)
compared third- and fifth-grade children’s perceptions of a peer (seen
on a video) engaging in motor tics. All children in Friedrich et al.’s
study were assigned to one of three groups, each of which viewed a
videotape of the same male peer. Content of all three videotapes dif-
fered. One group viewed a video of the male engaging in motor tics,
while he described himself, but did not provide an explanation of his
symptoms. The second group watched the same child as he described
himself and engaged in motor tics. However, the child also provided
an explanation for his symptoms by describing TS. The final group
viewed a video of the peer only describing himself but not engaging in
any tics nor explaining TS. Results indicated that the children who

viewed the videos in which the peer engaged in tics (Groups 1 and 2)
perceived the peer more negatively than the group who had not viewed
the peer engaging in tics. However, when examining the data from
Groups 1 and 2, additional information about TS did not significantly
improve the attitudes toward the peer. Thus, Friedrich et al.’s study did
not find evidence to support the efficacy of peer education programs
for improving perceptions of persons with TS.
In a similar study, Woods (2002) examined the efficacy of video-
based peer education on improving the social acceptance of persons
with TS among college students. In Woods’ study, participants were
assigned to one of four groups. Two of the four groups viewed an edu-
cational video about TS, while the other two groups did not receive an
educational video. Next, all groups viewed a video of either an actor or
an actress engaging in motor and vocal tics and subsequently provided
a social acceptance rating of the individual. Finally, a behavioral mea-
sure of proximity was taken to assess the level of social acceptance.
Specifically, the behavioral measure involved the placement of two
chairs side by side. Participants were asked to sit in one of the chairs
and were told that a person with TS would soon enter to speak with
them about the disorder. Participants were left alone for a brief period
of time, and when the experimenter returned, the distance between the
two chairs was measured. It was thought that the greater distance the
chairs were moved, the further the participant wished to be from the
person with TS.
Results indicated that those who viewed the educational video had
more positive attitudes toward the person with TS and subsequently
chose to sit closer in proximity to the individual than those who did
not receive an educational video about TS. Although the Woods
(2002) study provided initial support for the efficacy of educational
programs in ameliorating attitudes toward persons with TS, it remains
unclear whether the educational intervention must be specific to TS,
or if it would have been as effective if it had simply involved education
about any mental health condition.
Given that the effectiveness of video-based education remains
unclear, the current study sought to clarify the effectiveness of video-
based education by determining whether education about any mental
health condition has an effect on attitudes toward persons with TS, or

whether the education need be specific to TS. Considering the results

reported in Woods (2002), it is hypothesized that individuals who
view the educational video specifically about TS will subsequently
provide higher ratings of social acceptability and exhibit more accept-
ing behavior toward the person with TS (as measured by social prox-
imity) than those who do not receive an educational video or who
receive an educational video about another mental health condition.
METHOD
PARTICIPANTS
One hundred eighty college students were recruited from psychol-

ogy courses for participation in the current study. Participants were
offered extra credit for their participation. After receiving informed
consent, participants were randomly assigned to one of six groups.
Data from participants who had any friends or relatives with TS, as
noted on the Preliminary Questionnaire, were excluded from analyses
(n = 10). The remaining 170 participants consisted of 35 men and 135
women with a mean age of 22.33 (SD = 5.89) years. Two groups con-
tained 28 participants, two contained 29, one contained 30, and one
contained 26 participants.
MATERIALS
Video still. Participants viewed one still frame shot, taken from the
stimulus videotapes described below, of either an actor or an actress,
for 30 seconds. In each video still, the actor or actress was not engag-
ing in any tics. Three groups viewed the video still of the actor while
the remaining three groups viewed the still of the actress. The video
still was included to control for the effects of physical attractiveness
independent of the tics.
Stimulus videotapes. Each participant viewed a 2-minute stimulus

videotape of the same person they observed in the video still. In the
videotapes, the actor or actress portrayed an individual with vocal tics

(grunting 12 tics per minute) and motor tics (arm jerking 12 times per
minute) while waiting in line to buy tickets to an event. The actor and
actress followed the same script and exhibited the same type, fre-
quency, and temporal sequence of tics. In a previous study (Woods
et al., 1999), the videotapes were evaluated by mental health profes-
sionals who deemed the tapes to be realistic and valid portrayals of
persons with TS.
Educational videotapes. Two educational videotapes were used.

One of the videos used was Stop It, I Can’t (Seligman & James
Stanfield Film Associates, 1984), which is a 13-minute educational
video about TS. This video, promoted and sold by the National
Tourette’s Syndrome Association, displays persons of different ages
with TS discussing their experiences with the disorder and provides
general information about TS. The other videotape used was a 9-
minute educational video about depression that provided general
information about depression, and showed individuals with depres-
sion discussing their experiences (Brooks/Cole Publishing Company,
1999).
Preliminary questionnaire. This questionnaire obtained limited

demographic information from the participants and specific informa-
tion concerning the participants’ experiences with TS and other repet-
itive behavior disorders. In this questionnaire, participants were asked
if they personally had TS, trichotillomania, or any so-called nervous
habit or if they knew someone with any of those conditions. Partici-
pants who knew someone with TS were excluded from the data analy-
ses. Data on ethnicity and level of education were not collected.
Social Acceptance Scale. The Social Acceptance Scale (SAS;

Woods, Long, Fuqua, Miltenberger, & Outman, 1997) is a 15-item
self-report instrument that measures a person’s perceived attitudes
toward persons with repetitive behavior disorders. For each question,
participants rated the actor or actress seen in the stimulus video on a 7-
point Likert-type scale for each question with lower numbers equaling
a more negative evaluation and higher numbers a more positive evalu-
ation. The items were summed to produce a total score of social accep-

tance, with scores ranging from 15 to 105. The higher the total score,
the more socially acceptable the person was perceived to be. To pre-
vent response bias, 9 of the 15 items were reverse coded. The SAS has
revealed acceptable psychometric properties including internal con-
sistency (α = .88; Woods et al., 1997), 1-week test-retest reliability of
r = .87, and evidence of predictive and concurrent validity (Long et al.,
1999).
Tolerance Scale. The Tolerance Scale (Yamamoto & Dizney, 1967)

is a 6-item Guttman-type scale contains yes or no questions measuring
the likelihood the participant would like to partake in social behaviors
with the person being rated. Items are summed to produce a total score
of social behavior intention that ranges from 0 to 6. The higher the
score, the more prosocial intention the participant has toward the per-
son being rated. Yamamoto and Dizney (1967) reported excellent 1-
week test-retest reliability (r = .96) and good discriminant validity
with the Tolerance Scale, while Long et al. (1999) found good concur-
rent validity with the measure.
PROCEDURES
After completing the informed consent, participants were individu-

ally brought into a university research room where they completed the
Preliminary Questionnaire. Next, each participant was randomly
assigned to one of six groups. Two of the groups viewed the TS educa-
tional video, two of the groups viewed the depression educational
video, and the remaining two groups did not view an educational
video. Within each of these three video conditions, one group viewed
the still shot and stimulus video of the actor while the remaining group
viewed the still shot and stimulus video of the actress.
After random assignment, participants were asked to look at the
video still shot (either male or female depending on the group assign-
ment) for 30 seconds and subsequently to rate the individual on the
SAS and Tolerance Scale questionnaires. Participants then viewed
either the TS or depression educational videos or no video, depending
on the condition to which they had been assigned. Next, participants
viewed the 2-minute stimulus video of the male actor or female actress
engaging in tics (the same as they had seen in the video still shot) and

provided ratings for that individual by completing a second SAS and

Tolerance Scale questionnaire.
Finally, replicating the methods used by Woods (2002) each partic-
ipant was asked to enter a 3m × 3m university research room that was
empty with the exception of two standard desk chairs placed side by
side up against the wall. On entering the room, the experimenter
informed the participant that “The male/female you saw in the last
video is coming in to speak to you about Tourette’s Syndrome, so if
you have any questions, you can ask him/her about it. Please arrange
the room to make yourself comfortable. I’ll be back shortly.” The
experimenter then closed the door and left the room for 90 seconds.
When returning to the room, the experimenter immediately mea-
sured the shortest distance, in inches, between the closest legs of the
two chairs using a tape measure. Finally, the experimenter explained
to the participant that he or she would not be meeting the person from
the video, and the participant was fully debriefed.
RESULTS
An initial 2 (Gender of Actor) × 3 (TS Education vs. Depression

Education vs. No Education) MANCOVA was conducted on the three
dependent variables (second administration of the SAS, the second
administration of the Tolerance Scale, and the distance measure).
Three variables were used as covariates including the first administra-
tions of the SAS and Tolerance Scales and Participant Gender.
The initial administrations of the SAS and Tolerance scale were
included to control for the effects of physical attractiveness of the
actors. Results did not show an effect of actor gender so the groups
were collapsed across this variable to increase statistical power. The
new analysis was a one-way MANCOVA comparing the three educa-
tion groups (TS, depression, no education) on the three dependent
variables while using the first administrations of the SAS and Toler-
ance Scales and participant gender as covariates. Results of the analy-
sis showed a significant main effect of education group, F(6, 322) =
3.09, p < .05, η2 = .05, suggesting that the groups differed on accept-
ability after the education manipulation occurred. Follow-up univari-
ate tests were conducted to determine the location of the differences.

A separate one-way ANCOVA was conducted for each dependent

variable (SAS, Tolerance Scale, and distance) using the first adminis-
tration of the SAS and Tolerance Scales and participant gender as the
covariates. Results showed differences across the three educational
groups on the SAS, F(2,163) = 5.77, p < .05, η2 = .07; the Tolerance
Scale, F(2, 163) = 3.95, p < .05, η2 = .05; and distance measure,
F(2,163) = 3.32, p < .05, η2=.04.
Pairwise comparisons were then made to further clarify the differ-
ences between educational groups for each dependent variable using
Bonferroni correction procedures. For the SAS, results showed that
the TS-Education group (Mest = 64.75, SE = 1.43) rated the person in
the video significantly higher than did those who received education
about depression (Mest = 58.46, SE = 1.44), p < .05, and those who
received no education (Mest = 59.15, SE = 1.46), p < .05. The depres-
sion education and no education groups did not significantly differ on
SAS scores, p > .05.
For the Tolerance Scale, results of the pairwise comparisons
showed that the TS-Education group (Mest = 3.82, SE = .24) rated the
person in the video significantly higher than did those who received
education about depression (Mest = 2.9, SE = .24), p < .05. However,
the TS-Education group did not differ from those receiving no educa-
tion (Mest = 3.15, SE = .24), p > .05. Likewise, the depression education
and no education groups did not significantly differ on Tolerance
Scale scores, p > .05.
For the distance data, results of the pairwise comparisons showed
that the TS-Education group (Mest = 9.54, SE = 1.8) moved the chairs
significantly less than did those who received education about depres-
sion (Mest = 15.61, SE = 1.8), p = .05. However, the TS-Education
group did not differ from the control group (Mest = 10.55, SE = 1.8), p >
.05. Likewise, the depression education and no education groups did
not significantly differ on the distance the chairs were moved, p > .05.
DISCUSSION
Results of the current study provide further support for the effec-
tiveness of video-based education in improving attitudes toward per-

sons with TS. Results showed that individuals who received the TS
education rated the actor or actress with TS as more socially accept-
able (as measured by the SAS) than those who received education
about depression or no education. These findings are similar to those
of Woods (2002) and contradict those of Friedrich et al. (1996).
Although support was found for the effectiveness of improving
attitudes through TS-specific education, the effectiveness of educa-
tion at improving behavioral intentions and actual behavior toward
individuals with TS remains unclear. Results of the current study
showed that the TS education group had higher Tolerance Scale scores
and moved the chair a shorter distance than the depression education
group. However, there were no differences between the TS group and
control group on these measures, indicating the TS education did not
improve the participants’ behavioral intentions or overt social behav-
ior. These findings contradict those of Woods (2002), and the reason
for this contradiction is not clear. It is possible that the intentional and
overt behavioral measures did not adequately sample all domains of
social behavior. As a result, perhaps other social behavior would have
been affected by education whereas social distance, for example, was
not. Likewise, the discrepancy between attitudinal and behavioral
change may simply highlight the common finding that attitudes and
behaviors are often inconsistent (Lippa, 1994).
The current study addressed the question raised by Woods (2002)
of whether education need be TS specific. Results showed no differ-
ences between the depression education group and the no education
group on the attitude measure (SAS) while the TS education group
responded more positively than the depression education and no edu-
cation groups. Such results indicate that the content of the educational
material is important. Thus, the improvement in attitudes experienced
by participants in the TS education group was not a result of receiving
education about a behavior disorder per se; however, instead,
improvement seemed to have been a result of receiving TS-specific
information.
The current study has a number of clinical implications. First, the
current results, along with findings from Woods (2002), suggest that
brief amounts of TS-specific education can improve attitudes of social
acceptance toward individuals with TS. As a result, it seems justified

that attempts should be made to educate the peers and colleagues of

persons with TS about the disorder.
Unfortunately, it remains unclear whether such brief education also
improves overt social behavior. In addition, it is unclear whether simi-
lar findings would occur if such TS education programs were imple-
mented in community settings (e.g., classroom) or with other popula-
tions (e.g., different ethnicities, children or adolescents, younger
college students). Likewise, it is unclear if education about an exter-
nally visible psychological problem (e.g., attention-deficit hyperac-
tivity disorder [ADHD)] would be effective as an educational tool for
improving the social functioning of children with TS as opposed to
education about an internalizing problem like depression as was used
in the current study. Finally, although it has been suggested that
improvements in social acceptance of those with TS would help
improve their social functioning, to date, this remains unknown.
With the above limitations in mind, the current study offers direc-
tion for future research. First, replication of the findings is needed to
clarify the discrepant findings between the current study and Woods
(2002) on the effectiveness of education on social behavior. Further-
more, future research should attempt to examine the external validity
of such brief education programs by conducting similar research in
community settings (e.g., classroom or workplace) and examine what
impact improvements in peers’ attitudes and behaviors have on the
social functioning of those with TS. In addition, similar research
should be conducted with different ethnic groups and among child and
adolescent populations. Finally, it would be useful to examine the
effectiveness of education on different types of educational material
(e.g., written or oral presentation) or more comprehensive educational
programs.
REFERENCES
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disor-
ders (4th ed.). Washington, DC: Author.
Austin, L., & Husted, K. (1998). Cost-effectiveness of television, radio, and print media pro-
grams for public mental health education. Psychiatric Services, 49, 808-811.
Bickett, L., & Milich, R. (1990). First impressions formed of boys with learning disabilities and
attention deficit disorders. Journal of Learning Disabilities, 23, 253-259.

Boudjouk, P. J., Woods, D. W., Miltenberger, R. G., & Long, E. S. (2000). Negative peer evalua-
tion in adolescents: Effects of tic disorders and trichotillomania. Child and Family Behavior
Therapy, 22, 17-28.
Brooks/Cole Publishing Company (Producer). (1999). Abnormal psychology: Inside out, Vol-
ume II [Motion Picture]. (Available from Brooks/Cole Publishing Company, PO Box 6904,
Florence, KY 410202-6904).
Champion, L. M., Fulton, W. A., & Shady, G. A. (1988). Tourette syndrome and social function-
ing in a Canadian population. Neuroscience and Biobehavioral Reviews, 12, 255-257.
Comings, D. E., & Comings, B. G. (1987). A controlled study of Tourette syndrome. I. Attention-
deficit disorder, learning disorders, and school problems. American Journal of Human
Genetics, 41, 701-741.
Crisp, A. H., Gelder, M. G., Rix, S., Meltzer, H. I., & Rowlands, O. J. (2000). Stigmatisation of
people with mental illness. British Journal of Psychiatry, 177, 4-7.
Dedmon, R. (1986). Helping children with Tourette syndrome to cope in the classroom. Social
Work in Education, 6, 243-257.
Dykens, E., Leckman, J., Riddle, M., Hardin, M., Schwartz, S., & Cohen, D. (1990). Intellectual,
academic, and adaptive functioning of Tourette syndrome children with and without atten-
tion deficit disorder. Journal of Abnormal Child Psychology, 18, 607-615.
Fisher, W., Conlon, C., Burd, L., & Conlon, R. (1986). Educating children and adults on coping
with TS. Perceptual and Motor Skills, 62, 530.
Friedrich, S., Morgan, S. B., & Devine, C. (1996). Children’s attitudes and behavioral intentions
toward a peer with Tourette syndrome. Journal of Pediatric Psychology, 21, 307-319.
Hagin, R. A., & Kugler, J. (1988). School problems associated with Tourette’s syndrome. In D. J.
Cohen, R. D. Bruun, & J. F. Leckman (Eds.), Tic and tic disorders: Clinical understanding
and treatment (pp. 223-226). New York: John Wiley.
Hickling, F. W. (1992). Radio psychiatry and community mental health. Hospital and Commu-
nity Psychiatry, 43, 739-741.
Lippa, R. A. (1994). Introduction to social psychology (2nd ed.). Pacific Grove, CA: Brooks/
Cole.
Long, E. S., Woods, D. W., Miltenberger, R. G., Fuqua, R. W., & Boudjouk, P. (1999). Examining
the social effects of habit behaviors exhibited by individuals with mental retardation. Journal
of Developmental and Physical Disabilities, 11, 295-312.
Meyers, A. S. (1988). Social issues of Tourette’s syndrome. In D. J. Cohen, R. D. Bruun, & J. F.
Leckman (Eds.), Tic and tic disorders: Clinical understanding and treatment (pp. 257-264).
New York: John Wiley.
Peterson, A. L., Campise, R. L., & Azrin, N. H. (1994). Behavioral and pharmacological treat-
ments for tic and habit disorders: A review. Developmental and Behavioral Pediatrics, 15,
430-441.
Seligman, A. (Executive Producer), & James Stanfield Film Associates (Producer). (1984). Stop
it, I can’t [Videotape]. (Available from Tourette Syndrome Association, 42-40 Bell Boule-
vard, Bayside, NY 11361-2820).
Shady, G. A., Broder, R., Staley, D., Furer, P., & Papadopolos, R. B. (1995). Tourette syndrome
and employment: Descriptors, predictors, and problems. Psychiatric Rehabilitation Journal,
19, 35-42.
Shady, G. A., Fulton, W. A., & Champion, L. M. (1988). Tourette syndrome and education prob-
lems in Canada. Neuroscience and Biobehavioral Reviews, 12, 263-265.
Stokes, A., Bawden, H. N., Camfield, P. R., Backman, J. E., & Dooley, J. M. (1991). Peer prob-
lems in Tourette’s disorder. Pediatrics, 87, 936-942.

Wolff, G., Pathare, S., Craig, T., & Leff, J. (1996). Community attitudes to mental illness. British
Journal of Psychiatry, 168, 183-190.
Woods, D. W. (2002). The effect of video-based peer education on the social acceptability of
adults with Tourette’s syndrome. Journal of Developmental and Physical Disabilities, 14,
51-62.
Woods, D. W., Fuqua, R. W., & Outman, R. C. (1999). Evaluating the social acceptability of per-
sons with habit disorders: The effects of topography, frequency, and gender manipulation.
Journal of Psychopathology and Behavioral Assessment, 21, 1-18.
Woods, D. W., Long, E. S., Fuqua, R. W., Miltenberger, R. G., & Outman, R. C. (1997, May).
Evaluating the social acceptability of persons with habit disorders. Paper presented at the
meeting of the Association for Behavior Analysis, Chicago.
Yamamoto, K., & Dizney, H. F. (1967). Rejection of the mentally ill: A study of attitudes of stu-
dent teachers. Journal of Counseling Psychology, 14, 263-268.
Douglas W. Woods, Ph.D., is an associate professor of psychology and director of Clini-

cal Training at the University of Wisconsin–Milwaukee. His current research interests
include the assessment and treatment of tic disorders, trichotillomania, and other OCD-
spectrum disorders in children, adolescents, and adults. He has coedited a book in this
area along with a number of papers and book chapters.
Brook A. Marcks is a graduate student in clinical psychology at the University of

Wisconsin–Milwaukee. Her interests include treatment outcome research, tic disorders,
the role of experiential avoidance in anxiety disorders, and acceptance-related research.

Controlled Evaluation of An Educational Intervention Used To Modify Peer Attitudes and Behavior

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Controlled Evaluation of An Educational Intervention Used To Modify Peer Attitudes and Behavior

Uploaded by

Copyright:

Available Formats

Behavior Modification

The online version of this article can be found at:

Email Alerts: http://bmo.sagepub.com/cgi/alerts

Downloaded from http://bmo.sagepub.com by sorina constandache on April 28, 2009