.png){kind=small}
Neurodiversity Fact Page
Find out the forms of neurodivergence, why you should hire neurodivergent talent and what accommodations can set them up for success.
WHAT IS "NEURODIVERGENT"?
Neurodivergent is a term to describe an individual. This individual's brain processes, learns, and/or behaves differently from what is considered "typical." This can result in difficulty with different mental tasks, but can also bring unique cognitive strengths. Forms of neurodivergence includes ADHD, Autism, Dyslexia, Epilepsy, OCD, Parkinson’s, TBI, Dyscalculia, Dysgraphia, Dyspraxia, Tourette’s, learning differences, and more.
WHAT IS "NEURODIVERSITY"?
Coined in the 1990s by Judy Singer and Harvey Blume, “neurodiversity” is a term to describe a group of people with a range of neurocognitive variation. This term recognizes that everyone's brain develops in a unique way. Like a person's fingerprints, no two brains are exactly the same - not even those of identical twins! The human population in general is neurodiverse, because neurotypical and neurodivergent people alike have varying strengths and weaknesses in attentional, creative, systematization, social, and other skills.
MENTRA'S COINED TERMS
Neuroexceptional
While some neurodivergents face challenges due to their neurological differences, many also bring unique strengths to the table when offered the right support. "Neuroexceptional" refers to the unique strengths that accompany differences in thinking and processing i.e. an autistic individual may have a neuroexceptional ability to research a niche, highly specific subject.
Neuroinclusive
A neuroinclusive environment is one that is designed with the needs of neurodivergents in mind. It understands the struggles, and strengths, of this community. The design of the company’s processes and architecture has the wellbeing of a neurodiverse group of workers in mind, or, at the very least, is happy to accommodate the needs of neurodivergents.
Neurodiversify
To neurodiversify the workforce is to increase the diversity of brains and human potential in the workforce. Hiring more people with ADHD, Autism, OCD, Tourette’s, Dyslexia, Dyscalculia, etc unlocks opportunities for every business. Currently, the statistics are stacked against neurodivergent individuals. - 85% of autistics are currently unemployed. It’s time to change this.
FORMS OF NEURODIVERGENCE
Common Strengths of Neurodiversity
Why you should hire Neurodiverse Talent
People who are neurodivergent are often very creative, have better focus, are topic experts, are more loyal and honest, have better visual acuity, are more understanding, and are more interested in social issues. There are studies to back this up! Neurodiversity is a great asset for any company.
Challenges of Neurodiversity in the Workplace
How to set up your employee for success
Neurodivergence in itself is not indicative of a person’s intelligence or aptitude to succeed. Yet a staggering 30-40% of neurodivergents remain unemployed, higher than any other disability. Why?
Many neurodivergents do not receive the proper accommodations to succeed in a traditional school format. This leads to lower grades, on average, and fewer employment opportunities. Challenges with skills such as understanding social nuances, organizational instructions, academic skills, sitting in an office all day, and long-term planning can remain present during the interview process, maintaining a job, or both. However, people who are neurodiverse are legally entitled to accommodations, which can help them excel at their jobs.
Autism
Over 5.4 million adults in the United States have autism spectrum disorder, or ASD—more than 2% of the population. (CDC)
Autism is a type of neurodiversity characterized by difficulty reading social cues, understanding one’s own emotions and the emotions of others, consistent difficulty with social interaction, and rigidity in thought. The rigidity can manifest itself through intense and specific interests, a strong need for routines, displaying repetitive movements, and/or strong dislike or strong interest in certain sensory experiences.
Neuroexceptional Strengths:
Often Topic Experts
Honest & Loyal
Observant & Detail Oriented
Great at Routine Tasks
Inclusion Essentials:
-
Employee's understanding of metaphors, idioms, and acronyms that are central to the company
-
Employee's sensitivity to stimuli
-
Check in with the employee if they have “sensitivity to certain stimuli”
Onboarding
Accommodations
-
Offer noise-cancelling headphones
-
Offer quiet time alone to work on focused tasks.
-
Make it clear how to communicate this to the team.
Physical
Accommodations
-
Use the person's name in communications in live group settings and virtual meetings as they may not be sure who should and when to respond
Social
Accommodations
Services providers (e.g. voc rehab, job coaches) can use Mentra to track and match their clients with jobs.
ADHD
Individuals aged 18 to 24 represent over 75.5 million expressions of ADHD, while those over 60 account for approximately 46.4 million expressions of this neurodivergence. (Forbes Health)
ADHD is a form of neurodiversity that affects approximately 10% of the population. ADHD consists of difficulty with sustained attention, working memory, tasks of no intense interest, disorganization, hyperactivity, and impulsivity.
Some people with ADHD are only hyperactive/impulsive or inattentive/disorganized, but others are both.
Neuroexceptional Strengths:
Creative
Enterprising
Energetic
Inclusion Essentials:
Physical Accommodations
-
Offer the employee a distraction-free area for ‘focus time’- ideally away from hallways or frequently trafficked areas.
-
Ensure they have the space and are aware that they can take breaks, stand up and walk around after sitting for too long.
Social Accommodations
-
Ensure emails contain clear action items. It's essential to specifically detail tasks on paper/email as a permanent product they can reflect on.
-
Offer extra time or advanced notice of deadlines given when required
Dyslexia
Dyslexia affects 20 percent of the population and represents 80–90 percent of all those with learning disabilities. It is the most common of all forms of neurodivergence. (The Yale Center for Dyslexia and Creativity)
Dyslexia, also referred to as specific reading disability, is characterized by difficulty with matching imagery to words. This can present difficulties with reading, writing, and spelling. Some people with dyslexia also struggle with following directions, mixing up words, or aspects of math. Others may also have trouble with planning and organizing.
People with dyslexia may read or write slowly. Some may suffer from headaches due to sustained concentration while reading and writing even while being very knowledgeable on the topic.
Neuroexceptional Strengths:
Long term memory
Above-average problem-solving ideas
Conceptual thinking
Pattern Spotting
Visuospatial thinking
More creative on average
Inclusion Essentials:
Physical Accommodations
-
Allow more time and quiet space for writing accommodations as they may write and read slower while also being topic experts. Also, allow breaks.
-
Allow for video reports or video messaging tools such as Loom instead of written reports
Social Accommodations
-
Use the contrast between the background and text on documents - colored paper and friendly fonts are helpful if the employee is ok with this.
-
When fully understood, the use of symbols can be helpful to remember important events or reminders - opt for this over text.
People with dyscalculia often have difficulty understanding mathematics, processing numbers, interpreting verbal numbers, using roman numerals and numeric symbols and time management. For example, concepts like greater than and less than, counting, and simple addition can be challenging.
Dyscalculia
–7% of all children, adolescents, and adults have dyscalculia, according to a 2019 study. (The Diagnosis and Treatment of Dyscalculia)
Neuroexceptional Strengths:
Creativity
Strategic thinking
Problem solving
Language Skills
Practical abilities
Inclusion Essentials:
Physical Accommodations
-
Calendar and scheduling technology to help with time management
Assistive technology such as talking calculators or daily calculators to get through their day (e.g. Dyscalculator app) -
Provide more support and time to reading charts and graphs
Social Accommodations
-
Have a picture of an item you want them to look for rather than describing it.
-
Show the employee the layout of the office and ask if there are any needs for spacing to keep them safe and reduce injury. Remember, symbols may be difficult as well as reverse driving.
Dysgraphia
Researchers estimate that 5% to 20% of people have dysgraphia. The estimated range is large because dysgraphia often goes undiagnosed or misdiagnosed. (Cleveland Clinic)
Dysgraphia, also referred to as specific learning disorder in written expression, is difficulty with writing. People with dysgraphia may struggle with their handwriting, word spacing, written expression, spelling, and practically all aspects of the writing process with varying severity.
Neuroexceptional Strengths:
Studies show that dysgraphia is often a sign of a highly intelligent individual
Strong verbal reasoning skills
Good listening skills
Inclusion Essentials:
Physical Accommodations
-
Allow digital replies, videos, or video presentations for reports rather than written ones.
-
Allow employees to record meetings as taking notes during the meeting by hand is distracting.
-
If the employee has to write please allow for no distractions.
Social Accommodations
-
Give instructions and other documents in a format that does not need to be copied first to start the task.
-
Practice patience when reviewing written responses. Allow flexibility in communication formats between team members
Epilepsy
Epilepsy affects around 50 million people worldwide. The estimated proportion of the general population with active epilepsy at a given time is between 4 and 10 per 1000 people. (WHO)
Epilepsy is a disorder characterized by abnormal brain activity, leading to seizures. A seizure is a random electrical surge in the brain. It can cause confusion, uncontrollable movements, loss of consciousness, and can be deadly if not treated correctly. Seizures can cause brain damage that leads to other neurodivergent tendencies, or epilepsy might only be a problem when the person is having a seizure.
Neuroexceptional Strengths:
Resilience from facing adversity/tragedy
Depending on the location of the seizure in the brain, could lead to a propensity towards creativity
Inclusion Essentials:
Physical Accommodations
Social
-
The ability to work from home or budget for alternate transportation to the workplace
-
Flexible schedule
-
Understanding that some people with epilepsy have to follow special diets during employee meetups
-
Allow individuals to go camera off or take breaks between team meetings to take medication or recuperate from treatment
-
Create a plan of action and educate team members to know how to prepare for a seizure on the job (e.g. emergency contact info)
APRAXIA AND DYSPRAXIA
Childhood apraxia of speech is a rare condition that affects an estimated 1-2 out of every 1,000 children in the U.S. (Cleveland Clinic) (ASHA)
It is thought dyspraxia affects up to 6% of the population, with up to 2% being severely affected. Males are four times more likely to be affected than females (Dyspraxia Foundation)
Apraxia is a neurological disorder that affects a person's ability to execute learned movements, such as speaking or gesturing. It is typically caused by damage to the parts of the brain that control movement and can affect both voluntary and involuntary movements. People with apraxia may have difficulty forming words or sentences, and may also have trouble with fine motor skills, such as writing or buttoning a shirt.
Dyspraxia and apraxia exist on a spectrum, with dyspraxia displaying milder symptoms. Apraxia is the complete loss of the ability to do something while dyspraxia is a partial loss or impairment in doing something with accuracy or efficiency.
Neuroexceptional Strengths:
Empathy
Determination
Problem solving
Enthusiasm
Kindness & Generosity
Creativity
Inclusion Essentials:
Physical Accommodations
-
Text-to-speech for communications
-
Allow more time to pick up new skills or when learning new processes
-
Ability to work from home or budget to hire alternate transportation to work
-
Flexible schedule
Social Accommodations
-
Help with organizing their day with organizing software, visual maps, or use of pre-task 5-minute sync on needed items for completion
-
Use multisensory approaches when communicating and teaching
Obsessive Compulsive Disorder
Research suggests that over the course of their lives, an estimated 2.3% of the population, or 1 in 40 people, will develop OCD, and that 1.2% of people have OCD in any 12-month period. (The Epidemiology of Obsessive Compulsive Disorder in the National Comorbidity Survey Replication)
Obsessive Compulsive Disorder is characterized by obsessively uncontrollable thoughts. For example, someone with OCD may think and worry excessively about hurting someone else physically, their house catching on fire, or getting sick. These are fears many have, but people with OCD cannot stop thinking about it, often to the point where they engage in repetitive behavior to quell the anxiety.
For example, they might repeatedly ask for forgiveness, check their stove, pray, or wash their hands. They might also have repetitive behavior not directly related to their fears, like skin picking or hair twirling.
Neuroexceptional Strengths:
Detail Oriented
More Conscientious On Average
Inclusion Essentials:
Physical Accommodations
Social Accommodations
-
Calendar and scheduling technology to help with time management
Assistive technology such as talking calculators or daily calculators to get through their day (e.g. Dyscalculator app) -
Provide more support and time to reading charts and graphs
-
Have a picture of an item you want them to look for rather than describing it.
-
Show the employee the layout of the office and ask if there are any needs for spacing to keep them safe and reduce injury. Remember, symbols may be difficult as well as reverse driving.
Traumatic Brain Injury (TBI)
TBI is estimated at 939 cases per 100,000 people. In conclusion, 69 million people worldwide will have TBI each year (Academy for Multidisciplinary Neurotraumatology)
Traumatic Brain Injury is when someone gets physically hurt in a way that causes long-term brain damage. Depending on the damage, that can affect people in different ways. For example, someone with TBI might struggle with language, movement, weight control, abstract thinking, and/or others.
It is best to let someone with TBI, if they are comfortable, explains how best to accommodate them in the workplace. TBI can cause a very wide range of difficulties.
Neuroexceptional Strengths:
Resilience from facing adversity/tragedy
Often Already Educated and Experienced Pre-injury
Perseverance
Sense of Humor
Creativity
Inclusion Essentials:
Onboarding
Accommodations
-
Ask the employee how they feel about presenting information in front of other coworkers.
Physical
Accommodations
-
Written schedules and task reminders.
-
Goals sheet with specific long-term goals for the company in daily, weekly, and monthly form
Social
Accommodations
-
Advanced notice of changes being made that will affect their workday, with options for working through changes
-
Verbal instructions / walkthroughs on how to complete a task
Tourette's
Tourette syndrome, also referred to as Tourette disorder, is a common neurodevelopmental disorder affecting up to 1% of the population (Tourette Syndrome and Other Tic Disorders)
Tourette’s is a neurological disorder characterized by repetitive and uncontrollable movement and speech patterns. Many people describe a tic as similar to a sneeze; it “just happens” without the consent of the individual.
Neuroexceptional Strengths:
Enhanced Verbal Acuity
Creative & Energetic
Strong Self-Control in Some Aspects of their Life
Can Quickly Complete Tasks
Great Long Term Memory
Inclusion Essentials:
Physical Accommodations
-
Allow flexibility to work from home.
-
Consider allowing a work area that is a less open office but more so divided so that some privacy is given when working
-
Meeting accommodations, such as allowing the person to mute their microphone frequently
Social Accommodations
-
Many employees with Tourettes will also have repetitive thoughts as a result of having Tourettes. Be sure to allow for notes after meetings and a quick recap after meetings to help with focus.
-
If your employee is excited you may find their tics increase which is entirely normal.
Where to next?
Work Cited
Centers for Disease Control and Prevention. (2022, March 28). Signs and symptoms of autism spectrum disorders. Centers for Disease Control and Prevention. Retrieved December 20, 2022, from https://www.cdc.gov/ncbddd/autism/signs.html Centers for Disease Control and Prevention. (2022, October 25). Epilepsy. Centers for Disease Control and Prevention. Retrieved December 20, 2022, from https://www.cdc.gov/epilepsy/index.html Childhood apraxia of speech (CAS) / developmental verbal dyspraxia (DVD) / developmental apraxia of speech (Das). Cleveland Clinic. (n.d.). Retrieved December 20, 2022, from https://my.clevelandclinic.org/health/diseases/17911-childhood-apraxia-of-speech David, R. D., Willoughby, R. H., & Maurer, H. M. (n.d.). Dysgraphia and Superior Intelligence: A processing syndrome?Nature News. Retrieved December 20, 2022, from https://www.nature.com/articles/pr197782 Disabled World. (2022, November 29). What is: Neurodiversity, neurodivergent, neurotypical. Disabled World. Retrieved December 20, 2022, from https://www.disabled-world.com/disability/awareness/neurodiversity/ Dyslexia strengths. (n.d.). Retrieved December 20, 2022, from https://www.dyslexiasupportservices.com.au/dyslexia/dyslexia_strengths.html Dyspraxia - what is dyspraxia? Exceptional Individuals. (2022, September 22). Retrieved December 20, 2022, fromhttps://exceptionalindividuals.com/neurodiversity/what-is-dyspraxia/ The hidden silver linings of OCD to help you thrive. Deep TMS Therapy and Depression Treatment Los Angeles. (2020, August 7). Retrieved December 20, 2022, from https://pulsetms.com/blog/the-hidden-silver-linings-of-ocd/ Job Accommodations Network (2022, July 22). Accommodation and Compliance: Obsessive Compulsive Disorder (OCD). AskJan.org. Retrieved December 20, 2022, from https://askjan.org/disabilities/Obsessive-Compulsive-Disorder-OCD.cfm Job Accommodation Network. (n.d.). Epilepsy/seizure disorder. Retrieved April 10, 2023, from https://askjan.org/disabilities/Epilepsy-Seizure-Disorder.cfm Job Accommodation Network. (n.d.). Tourette syndrome. Retrieved April 10, 2023, from https://askjan.org/disabilities/Tourette-Syndrome.cfm Lawson, B. (2022, December 10). Dyscalculia: Diagnosis: Assessment: Test - lexxic. Lexxic New. Retrieved December 20, 2022, from https://www.lexxic.com/resources/dyscalculia Lehrer, J. (2011, April 6). The advantages of Tourette’s. Wired. Retrieved December 20, 2022, from https://www.wired.com/2011/04/the-advantages-of-tourettes-2/ Mayo Foundation for Medical Education and Research. (2021, February 4). Traumatic brain injury. Mayo Clinic. Retrieved December 20, 2022, from https://www.mayoclinic.org/diseases-conditions/traumatic-brain-injury/symptoms-causes/syc-20378557 MediLexicon International. (n.d.). What are the benefits of ADHD? Medical News Today. Retrieved December 20, 2022, from https://www.medicalnewstoday.com/articles/adhd-benefits Zubkov, S., & Friedman, D. (2016). Epilepsy treatment and creativity. Epilepsy & Behavior, 57(Part B), 230-233. doi: 10.1016/j.yebeh.2015.12.048. Eusebio, E. (2017). Neurodiversity. In J. Kreutzer, J. DeLuca, & B. Caplan (Eds.), Encyclopedia of Clinical Neuropsychology. Springer. https://doi.org/10.1007/978-3-319-56782-2_9153-1 American Associates, Ben-Gurion University of the Negev. (2017, September 18). Myth debunked that OCD is associated with superior intelligence. ScienceDaily. Retrieved April 23, 2023, from https://www.sciencedaily.com/releases/2017/09/170918123541.htm U.S. Department of Health and Human Services. (2015, September 18). NIH-funded study finds dyslexia not tied to IQ. National Institutes of Health. Retrieved April 24, 2023, from https://www.nih.gov/news-events/news-releases/nih-funded-study-finds-dyslexia-not-tied-iq Katusic, M. Z., Voigt, R. G., Colligan, R. C., Weaver, A. L., Homan, K. J., & Barbaresi, W. J. (2011). Attention-deficit hyperactivity disorder in children with high intelligence quotient: Results from a population-based study. Journal of Developmental & Behavioral Pediatrics, 32(2), 103-109. https://doi.org/10.1097/DBP.0b013e318206d700 Carrero, Y. (2021, September 29). The Center for Neurodiversity and Employment. Werth Institute for Entrepreneurship and Innovation. Retrieved April 24, 2023, from https://entrepreneurship.uconn.edu/neurodiversitycenter/ Baker, D., & Scanlon, D. (2016). Student perspectives on academic accommodations. Exceptionality, 24(2), 93-108. https://doi.org/10.1080/09362835.2015.1064411 Cohen, P. A. (1984). College grades and adult achievement: A research synthesis. Research in Higher Education, 20, 281–293. https://doi.org/10.1007/BF00983503 Bruyère, S. M., & Colella, A. (Eds.). (2022). Neurodiversity in the Workplace: Interests, Issues, and Opportunities (1st ed.). Routledge. https://doi.org/10.4324/9781003023616 American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596 Wood, R. (2021). Autism, intense interests and support in school: From wasted efforts to shared understandings. Educational Review, 73(1), 34-54. https://doi.org/10.1080/00131911.2019.1566213 Cope, R., & Remington, A. (2022). The strengths and abilities of autistic people in the workplace. Autism in Adulthood, 22-31. https://doi.org/10.1089/aut.2021.0037 Komarow, A., & Hector, B. L. (2022, November). Incorporating neurodivergent individuals into diversity and inclusion initiatives. Journal of Financial Planning, 33(11). Grandin, T. (2000). My mind is a web browser: How people with autism think. PSU.edu. Retrieved April 21, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=f58dbde15e58a48902abfdb1cc7178f056da8749 Sasson, N. J., Turner-Brown, L. M., Holtzclaw, T. N., Lam, K. S. L., & Bodfish, J. W. (2008). Children with autism demonstrate circumscribed attention during passive viewing of complex social and nonsocial picture arrays. Autism Research, 1, 31-42. https://doi.org/10.1002/aur.4 Centers for Disease Control and Prevention. (2022, August 9). Data and statistics about ADHD. Centers for Disease Control and Prevention. Retrieved April 24, 2023, from https://www.cdc.gov/ncbddd/adhd/data.html Boot, N., Nevicka, B., & Baas, M. (2020). Creativity in ADHD: Goal-directed motivation and domain specificity. Journal of Attention Disorders, 24(13), 1857-1866. https://doi.org/10.1177/1087054717727352 Antshel, K. M. (2018). Attention deficit/hyperactivity disorder (ADHD) and entrepreneurship. Academy of Management Perspectives, 32, 243–265. https://doi.org/10.5465/amp.2016.0144 Shaywitz, S. E., & Shaywitz, B. A. (2005). Dyslexia (specific reading disability). Biological Psychiatry, 57(11), 1301-1309. https://doi.org/10.1016/j.biopsych.2005.01.043 Hebert, M., Kearns, D. M., Hayes, J. B., Bazis, P., & Cooper, S. (2018). Why children with dyslexia struggle with writing and how to help them. Language, Speech, and Hearing Services in Schools, 49(4), 843-863. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0024 Helland, T., & Asbjørnsen, A. (2000). Executive functions in dyslexia. Child Neuropsychology, 6(1), 37-48. https://doi.org/10.1076/0929-7049(200003)6:1;1-B;FT037 Paul, I., Bott, C., Wienbruch, C., & Elbert, T. R. (2006). Word processing differences between dyslexic and control children. BMC Psychiatry, 6, 5. https://doi.org/10.1186/1471-244X-6-5 Duff, D. M., Hendricks, A. E., Fitton, L., & Adlof, S. M. (2022). Reading and math achievement in children with dyslexia, developmental language disorder, or typical development: Achievement gaps persist from second through fourth grades. Journal of Learning Disabilities. https://doi.org/10.1177/00222194221105515 Helland, T., & Asbjørnsen, A. (2000). Executive functions in dyslexia. Child Neuropsychology, 6(1), 37-48. https://doi.org/10.1076/0929-7049(200003)6:1;1-B;FT037 (2013). Enhanced recognition memory after incidental encoding in children with developmental dyslexia. PLOS ONE 8(12). https://doi.org/10.1371/annotation/925d6161-da3b-46f5-9946-e3cfec7a1681 Taylor, H., & Vestergaard, M. D. (2022). Developmental dyslexia: Disorder or specialization in exploration? Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2022.889245 Lawson, B. (2022, December 10). Dyscalculia: Diagnosis: Assessment: Test - lexxic. Lexxic New. Retrieved December 20, 2022, from https://www.lexxic.com/resources/dyscalculia Magenes, S., Antonietti, A., & Cancer, A. (2021). Creative thinking and dyscalculia: Conjectures about a still unexplored link. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.671771 Chung, P. J., Patel, D. R., & Nizami, I. (2020). Disorder of written expression and dysgraphia: Definition, diagnosis, and management. Translational Pediatrics, 9(Suppl 1), S46-S54. https://doi.org/10.21037/tp.2019.11.01 David, R. D., Willoughby, R. H., & Maurer, H. M. (n.d.). Dysgraphia and superior intelligence: A processing syndrome? Nature News. Retrieved December 20, 2022, from https://www.nature.com/articles/pr197782 Centers for Disease Control and Prevention. (2022, October 25). Epilepsy. Centers for Disease Control and Prevention. Retrieved December 20, 2022, from https://www.cdc.gov/epilepsy/index.html Steinman, K. J., Mostofsky, S. H., & Denckla, M. B. (2010). Toward a narrower, more pragmatic view of developmental dyspraxia. J Child Neurol, 25(1), 71-81. https://doi.org/10.1177/0883073809342591 Alexander, T. (2020, August 11). Dyspraxia. SCIPS. Retrieved April 24, 2023, from https://scips.worc.ac.uk/disabilities/dyspraxia/ The University of Edinburgh. (n.d.). Understanding the strengths and challenges of children with developmental coordination disorder (DCD). Retrieved April 24, 2023, from https://www.ed.ac.uk/sites/default/files/atoms/files/epic_dcd_parents.pdf Samuels, J., Bienvenu, O. J., Krasnow, J., Wang, Y., Grados, M. A., Cullen, B., ... Nestadt, G. (2020). General personality dimensions, impairment and treatment response in obsessive-compulsive disorder. Personal Ment Health, 14(2), 186-198. https://doi.org/10.1002/pmh.1472 Centers for Disease Control and Prevention. (2022, May 17). Five things about Tourette. Retrieved April 24, 2023, from https://www.cdc.gov/ncbddd/tourette/features/tourette-five-things.html Strengths of Tourette syndrome. (n.d.). UF Health monogram. Retrieved April 24, 2023, from https://movementdisorders.ufhealth.org/2020/01/31/strengths-of-tourette-syndrome/ Cell Press. (2011, March 26). Tourettes brains are structured for greater, not lesser, cognitive motor control. ScienceDaily. Retrieved April 23, 2023, from www.sciencedaily.com/releases/2011/03/110324153016.htm
