What is oppositional defiant tic or oppositional tic?
This term is coined by Jess Thom aka Touretteshero. She has Tourette’s and is a public speaker and advocate on Tourette’s. She has a blog dedicated to sharing information and personal experiences. (This link will directly take you to her sharing her experiences with ODT)
Oppositional tic is a tic that makes you say, do, or think of something you’d normally wouldn’t do or never would do.
E.g.
Ticcing a Christmas gift secret in front of the person
Tics forcing you to tense your stomach muscles until you pee (bladder tic)
Gagging tic that could lead to a vomiting tic
Ticcing insults or rude comments when you’re the type of person that keeps negative thoughts and opinions to yourself
Ticcing slurs
Tics mimicking regular conversations and makes it seem like you’re directly speaking to someone, when you're not meaning to or are shy and would less likely strike up a conversation (e.g. ticcing questions, ticcing specific words or paragraphs like: “Cool shoes!” “Hello!” may be combined with waving, “How’s your day?” Etc.)
Suggesting or requesting the ticcer to stay silent in certain places (library, movie theater, etc.), not to do something in the building (e.g. A sign says not to tap on the glass after hearing or reading the sign the ticcer may immediately tap on the glass as a tic, etc.), giving an assignment not to drop or spill something the ticcer may end up breaking or spilling it.
Getting a mental picture (spilling food and drinks, throwing stuff, hitting someone or something), words or phrases (these will not lead to anxious behavior or OCD as tics are exclusively a tic disorder neurotype, if one has a anxiety disorder or OCD, mental tics can trigger anxiety and OCD)
What makes it an oppositional tic if the disorder is oppositional itself?
Oppositional tics includes more range of complex tics and not just inappropriate and slur tics. It shows and open up minds that tics can mimic everything the human body possibly can do.
Are coprophenomena terms problematic?
No, though it caused uneducated people to create / use the ablest term “the swearing disease / disorder”. It also has lead people to believe it's something we want to do or choosing to do to get away with it, which can be really difficult to talk about tics including mental tics.
Coprophenomena terms are perfectly okay to use. Coprophenomena only focuses on insults, slurs and inappropriate vocal, motor and mental tics, while oppositional tics focuses on more range of complex tics.
ODT / OT also focuses more on the ticcers experience with their inappropriate tics, instead of focusing on how society is distressed by it.
Here's a video of a tourettic womon who talks about OT / ODT
Snapple and Cats! - Oppositional Tics on youtube
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Hi! Feel free not to answer this if im overstepping or it's inappropriate, but u made posts about neurodivergence and disability and you seem knowledgeable so I thought it would not hurt to ask. I have this friend with a neurodevelopmental disability and I don't know how to set boundaries with her? I understand she does not pick up the social cues I usually use with neurotypical people, but I don't want to be blunt and rude either. What is a way to tell her for example if I am having a conversation with someone else and want her to leave without saying it mean? If it was a neurotypical I could do body language or subtle hints but anything more than that feels rude to me. Thank you for reading and I hope you have a good day
Before start please remember just giving best advice possible and might not be much help since need others help set boundaries unless already in place.
Thing first important thing is to remember that when it comes to setting boundaries, you can’t really avoid sounding blunt or rude. Can remind person during talk that isn’t mad or trying be rude, might also help explain before talk begins.
Type of disability and severity can play role. Ask make sure even know what boundaries are, and not saying be rude, saying because broke so many not understanding what they are and how work. If don’t understand boundaries, explain what are, how work and why needed.
Would recommend that staying direct in setting boundaries. Say exactly what mean and want person understand. If mean one thing, don’t say another. Many neuredevelopmental people can’t see “in between the lines” and need it be said clearly.
Not everyone can grasp concepts of boundaries especially if high/higher support needs. If have carers, talk to them about helping explain what your boundaries are and how person can respect them. Also remember that might not get correct first time, doesn’t mean stop trying set boundaries, just mean need keep reminding and hep understand. If take a couple times before can remember or actually understand how boundaries work, don’t get mad at person. Just reexplain boundary that was broken and if possible (and helps person) act out scenarios where boundary is broken and met.
Hope helps and ask if any more questions
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How Common is Neurodivergence?
[image id: poster of "How Common is Neurodivergence?.” There are 12 circles and five small images: an image of a brain, speech bubbles, an infinity sign, a person reading, and a person surrounded by arrows and balls. Each of the 12 circles has a percentage representing how common a particular form of neurodivergence is written in Open Dyslexic font. Full transcript, more information, and references under the cut.]
More Information
Forms of neurodivergence represented here are focused on neurodevelopmental disorders.
These percentages are representative of percentage in general population and do not reflect percentages within neurotypes which are often higher due to co-occurrence being the norm, rather than the exception, within neurodevelopmental disorders; for example, 33-45% of people with ADHD will also have dyslexia (Butterworth & Kovas, 2013), whereas only 10% of the general population are dyslexic (British Dyslexia Association [BDA], 2023).
Certain neurodivergencies are often underrepresented and under-reported, so the percentages are likely to be higher; for example, one study suggests that rates for FASD in the UK may be as high as 17% (McQuire et al., 2019).
Some of the neurodivergencies represented here are umbrella terms and percentages given are representative of all forms of neurodiversity belonging to that term; for example, SpLds include dyslexia which is at a rate of 10% (BDA, 2023) and dyscalculia which is at 3-7% (Haberstroh & Schulte-Körne., 2019). Tic Disorders at 1% are another example here, as this is inclusive of Tourette Syndrome which is at 0.6%, and around 1 in 5 individuals exhibit tics at some point during childhood (Cavanna et al., 2017).
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Transcript in Full
1% Intellectual Disability
10% Language Disorder
4% Speech Sound Disorder
5% Stuttering
7.5% Social (Pragmatic) Communication Disorder
1.7% Autism
5% ADHD
10% Specific Learning Disorder (SpLD)
5% Developmental Co-Ordination Disorder (DCD)
3-4% Stereotypic Movement Disorder
1% Tic Disorders
3.6% Fetal Alcohol Spectrum Disorders (FASD)
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Sources
American Psychiatric Association. (2022). Diagnostic and Statistical Manual of Mental Disorders (5th Ed., Text Rev.).
Arvidsson, O., Gillberg, C., Lichtenstein, P., & Lundström, S. (2018). Secular changes in the symptom level of clinically diagnosed autism. Journal of Child Psychology and Psychiatry, 59(7), 744–751.
Attention-deficit/hyperactivity disorder (ADHD). PsychDB. (2022, November 29).
Autism spectrum disorder (ASD). PsychDB. (2022, May 19).
Butterworth, B., & Kovas, Y. (2013). Understanding neurocognitive developmental disorders can improve education for all. Science, 340(6130), 300–305.
Cavanna, A. E., Coffman, K.A., Cowley, H., Fahn, S., Franklin, M. E., Gilbert, D.L., Hershey, T.G., Jankovic, J., Jones, M., Leckman, J.F., Lehman, R., Mathews, C.A., Malaty, I., McNaught, K., Mink, J.W., Okun, M.S., Rowe, J.A., Scahill, L.D., Scharf, J.M., Schlaggar, B.L., Stewart, E., Walkup, J.T., Woods, D.W.. (2017). The spectrum of Tourette Syndrome and TIC disorders: A consensus by Scientific Advisors of the Tourette Association of America. Tourette Association of America.
British Dyslexia Association. (2023). Dyslexia. British Dyslexia Association.
Dyspraxia at a glance. Dyspraxia Foundation. (2023).
Haberstroh, S., & Schulte-Körne, G. (2019). The Diagnosis and Treatment of Dyscalculia. Deutsches Arzteblatt International, 116(7), 107–114.
Ketelaars, M. P., Cuperus, J. M., van Daal, J., Jansonius, K., & Verhoeven, L. (2009). Screening for pragmatic language impairment: The potential of the Children’s Communication Checklist. Research in Developmental Disabilities, 30(5), 952–960.
May, P. A., Baete, A., Russo, J., Elliott, A. J., Blankenship, J., Kalberg, W. O., Buckley, D., Brooks, M., Hasken, J., Abdul-Rahman, O., Adam, M. P., Robinson, L. K., Manning, M., & Hoyme, H. E. (2014). Prevalence and characteristics of fetal alcohol spectrum disorders. Pediatrics, 134(5), 855–866.
McQuire, C., Mukherjee, R., Hurt, L., Higgins, A., Greene, G., Farewell, D., Kemp, A., & Paranjothy, S. (2019). Screening prevalence of fetal alcohol spectrum disorders in a region of the United Kingdom: A population-based birth-cohort study. Preventive Medicine, 118, 344–351.
Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257.
Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C., & Rohde, L. A. (2014). ADHD prevalence estimates across three decades: an updated systematic review and meta-regression analysis. International Journal of Epidemiology, 43(2), 434–442.
Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: A systematic review and metaregression analysis. American Journal of Psychiatry, 164(6), 942–948.
Prevalence and Therapy Rates for Stuttering, Cluttering, and Developmental Disorders of Speech and Language: Evaluation of German Health Insurance Data. (2021). Frontiers in Human Neuroscience, 15(645292), 1–13.
Social (pragmatic) communication disorder. PsychDB. (2021, March 29).
Stereotypic movement disorder. United Brain Association. (2022, August 8).
Wren, Y., Miller, L. L., Peters, T. J., Emond, A., & Roulstone, S. (2016). Prevalence and predictors of persistent speech sound disorder at eight years old: Findings from a population cohort study. Journal of Speech, Language, and Hearing Research, 59(4), 647–673.
UCL. (2013, April 19). Learning disabilities affect up to 10 per cent of children. UCL News.
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Autism and ADHD Coaching
Hello,
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