TAA-CDC Education Program Evaluation Survey

Learning Objectives:

1. List the characteristics of TS.
2. Identify the most common disorders and difficulties associated with TS.
3. Discuss the impact of these disorders on classroom performance.
4. Identify classroom strategies and techniques for working with children who have TS.

	None	A little	Moderate amount	A lot
Recognition of TS symptoms	Recognition of TS symptoms None	Recognition of TS symptoms A little	Recognition of TS symptoms Moderate amount	Recognition of TS symptoms A lot
Recognition of co-occuring symptoms	Recognition of co-occuring symptoms None	Recognition of co-occuring symptoms A little	Recognition of co-occuring symptoms Moderate amount	Recognition of co-occuring symptoms A lot
Impact of symptoms on learning	Impact of symptoms on learning None	Impact of symptoms on learning A little	Impact of symptoms on learning Moderate amount	Impact of symptoms on learning A lot
Strategies for working with students with TS	Strategies for working with students with TS None	Strategies for working with students with TS A little	Strategies for working with students with TS Moderate amount	Strategies for working with students with TS A lot
Communicating with students and families	Communicating with students and families None	Communicating with students and families A little	Communicating with students and families Moderate amount	Communicating with students and families A lot

None

A little

Moderate amount

A lot

Recognition of TS symptoms

Recognition of TS symptoms None

Recognition of TS symptoms A little

Recognition of TS symptoms Moderate amount

Recognition of TS symptoms A lot

Recognition of co-occuring symptoms

Recognition of co-occuring symptoms None

Recognition of co-occuring symptoms A little

Recognition of co-occuring symptoms Moderate amount

Recognition of co-occuring symptoms A lot

Impact of symptoms on learning

Impact of symptoms on learning None

Impact of symptoms on learning A little

Impact of symptoms on learning Moderate amount

Impact of symptoms on learning A lot

Strategies for working with students with TS

Strategies for working with students with TS None

Strategies for working with students with TS A little

Strategies for working with students with TS Moderate amount

Strategies for working with students with TS A lot

Communicating with students and families

Communicating with students and families None

Communicating with students and families A little

Communicating with students and families Moderate amount

Communicating with students and families A lot

	None	A little	Moderate amount	A lot
Recognition of TS symptoms	Recognition of TS symptoms None	Recognition of TS symptoms A little	Recognition of TS symptoms Moderate amount	Recognition of TS symptoms A lot
Recognition of co-occuring symptoms	Recognition of co-occuring symptoms None	Recognition of co-occuring symptoms A little	Recognition of co-occuring symptoms Moderate amount	Recognition of co-occuring symptoms A lot
Impact of symptoms on learning	Impact of symptoms on learning None	Impact of symptoms on learning A little	Impact of symptoms on learning Moderate amount	Impact of symptoms on learning A lot
Strategies for working with students with TS	Strategies for working with students with TS None	Strategies for working with students with TS A little	Strategies for working with students with TS Moderate amount	Strategies for working with students with TS A lot
Communicating with students and families	Communicating with students and families None	Communicating with students and families A little	Communicating with students and families Moderate amount	Communicating with students and families A lot

None

A little

Moderate amount

A lot

Recognition of TS symptoms

Recognition of TS symptoms None

Recognition of TS symptoms A little

Recognition of TS symptoms Moderate amount

Recognition of TS symptoms A lot

Recognition of co-occuring symptoms

Recognition of co-occuring symptoms None

Recognition of co-occuring symptoms A little

Recognition of co-occuring symptoms Moderate amount

Recognition of co-occuring symptoms A lot

Impact of symptoms on learning

Impact of symptoms on learning None

Impact of symptoms on learning A little

Impact of symptoms on learning Moderate amount

Impact of symptoms on learning A lot

Strategies for working with students with TS

Strategies for working with students with TS None

Strategies for working with students with TS A little

Strategies for working with students with TS Moderate amount

Strategies for working with students with TS A lot

Communicating with students and families

Communicating with students and families None

Communicating with students and families A little

Communicating with students and families Moderate amount

Communicating with students and families A lot

	Strongly disagree	Disagree	Agree	Strongly agree	N/A
My skills in working with students who have TS will be improved as a result of this program.	My skills in working with students who have TS will be improved as a result of this program. Strongly disagree	My skills in working with students who have TS will be improved as a result of this program. Disagree	My skills in working with students who have TS will be improved as a result of this program. Agree	My skills in working with students who have TS will be improved as a result of this program. Strongly agree	My skills in working with students who have TS will be improved as a result of this program. N/A
I can assess the impact of these disorders on classroom performance.	I can assess the impact of these disorders on classroom performance. Strongly disagree	I can assess the impact of these disorders on classroom performance. Disagree	I can assess the impact of these disorders on classroom performance. Agree	I can assess the impact of these disorders on classroom performance. Strongly agree	I can assess the impact of these disorders on classroom performance. N/A
I can identify specific classroom strategies and techniques for working with students who have TS.	I can identify specific classroom strategies and techniques for working with students who have TS. Strongly disagree	I can identify specific classroom strategies and techniques for working with students who have TS. Disagree	I can identify specific classroom strategies and techniques for working with students who have TS. Agree	I can identify specific classroom strategies and techniques for working with students who have TS. Strongly agree	I can identify specific classroom strategies and techniques for working with students who have TS. N/A
If given an opportunity, I can apply the knowledge gained as a result of the program.	If given an opportunity, I can apply the knowledge gained as a result of the program. Strongly disagree	If given an opportunity, I can apply the knowledge gained as a result of the program. Disagree	If given an opportunity, I can apply the knowledge gained as a result of the program. Agree	If given an opportunity, I can apply the knowledge gained as a result of the program. Strongly agree	If given an opportunity, I can apply the knowledge gained as a result of the program. N/A
I intend to use the knowledge gained to identify students with TS in my school.	I intend to use the knowledge gained to identify students with TS in my school. Strongly disagree	I intend to use the knowledge gained to identify students with TS in my school. Disagree	I intend to use the knowledge gained to identify students with TS in my school. Agree	I intend to use the knowledge gained to identify students with TS in my school. Strongly agree	I intend to use the knowledge gained to identify students with TS in my school. N/A
I intend to implement educational supports and adaptations for children with TS, where appropriate.	I intend to implement educational supports and adaptations for children with TS, where appropriate. Strongly disagree	I intend to implement educational supports and adaptations for children with TS, where appropriate. Disagree	I intend to implement educational supports and adaptations for children with TS, where appropriate. Agree	I intend to implement educational supports and adaptations for children with TS, where appropriate. Strongly agree	I intend to implement educational supports and adaptations for children with TS, where appropriate. N/A
The presenter communicated the content effectively.	The presenter communicated the content effectively. Strongly disagree	The presenter communicated the content effectively. Disagree	The presenter communicated the content effectively. Agree	The presenter communicated the content effectively. Strongly agree	The presenter communicated the content effectively. N/A

Strongly disagree

Disagree

Agree

Strongly agree

N/A

My skills in working with students who have TS will be improved as a result of this program.

My skills in working with students who have TS will be improved as a result of this program. Strongly disagree

My skills in working with students who have TS will be improved as a result of this program. Disagree

My skills in working with students who have TS will be improved as a result of this program. Agree

My skills in working with students who have TS will be improved as a result of this program. Strongly agree

My skills in working with students who have TS will be improved as a result of this program. N/A

I can assess the impact of these disorders on classroom performance.

I can assess the impact of these disorders on classroom performance. Strongly disagree

I can assess the impact of these disorders on classroom performance. Disagree

I can assess the impact of these disorders on classroom performance. Agree

I can assess the impact of these disorders on classroom performance. Strongly agree

I can assess the impact of these disorders on classroom performance. N/A

I can identify specific classroom strategies and techniques for working with students who have TS.

I can identify specific classroom strategies and techniques for working with students who have TS. Strongly disagree

I can identify specific classroom strategies and techniques for working with students who have TS. Disagree

I can identify specific classroom strategies and techniques for working with students who have TS. Agree

I can identify specific classroom strategies and techniques for working with students who have TS. Strongly agree

I can identify specific classroom strategies and techniques for working with students who have TS. N/A

If given an opportunity, I can apply the knowledge gained as a result of the program.

If given an opportunity, I can apply the knowledge gained as a result of the program. Strongly disagree

If given an opportunity, I can apply the knowledge gained as a result of the program. Disagree

If given an opportunity, I can apply the knowledge gained as a result of the program. Agree

If given an opportunity, I can apply the knowledge gained as a result of the program. Strongly agree

If given an opportunity, I can apply the knowledge gained as a result of the program. N/A

I intend to use the knowledge gained to identify students with TS in my school.

I intend to use the knowledge gained to identify students with TS in my school. Strongly disagree

I intend to use the knowledge gained to identify students with TS in my school. Disagree

I intend to use the knowledge gained to identify students with TS in my school. Agree

I intend to use the knowledge gained to identify students with TS in my school. Strongly agree

I intend to use the knowledge gained to identify students with TS in my school. N/A

I intend to implement educational supports and adaptations for children with TS, where appropriate.

I intend to implement educational supports and adaptations for children with TS, where appropriate. Strongly disagree

I intend to implement educational supports and adaptations for children with TS, where appropriate. Disagree

I intend to implement educational supports and adaptations for children with TS, where appropriate. Agree

I intend to implement educational supports and adaptations for children with TS, where appropriate. Strongly agree

I intend to implement educational supports and adaptations for children with TS, where appropriate. N/A

The presenter communicated the content effectively.

The presenter communicated the content effectively. Strongly disagree

The presenter communicated the content effectively. Disagree

The presenter communicated the content effectively. Agree

The presenter communicated the content effectively. Strongly agree

The presenter communicated the content effectively. N/A

TAA-CDC Education Program Evaluation

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* 1. Please indicate your profession:

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* 2. Please indicate the format of this presentation:

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* 3. Do you have experience working with clients/ students who have TS or Tic Disorders?

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* 4. If yes, approximately how many?

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* 5. How much of the content presented was new to you?

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* 6. Please rate your knowledge of the following aspects of TS BEFORE participating in this program.

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* 7. Please rate your knowledge of the following aspects of TS AFTER participating in this program.

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* 8. Please rate each of the following statements based on your level of agreement.

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* 9. What aspects of the presentation did you like or enjoy?

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* 10. How can we improve this presentation moving forward?

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* 11. Please provide any feedback about the program content or communication

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* 12. What other conditions would you be interested in learning about?