The purpose of this study was to determine if specific classroom antecedents were associated with motor and vocal tics in two males diagnosed with Tourette’s syndrome. Afunctional assessment consisting of teacher and student interviews, direct observations, brief functional analysis, and confirmatory naturalistic observations indicated that specific antecedents could be identified for each participant. Simplified habit reversal was then implemented only under the antecedent condition that resulted in the highest rate of tics. The rate of tics decreased under the specific antecedent condition as well as at other times as validated by behavioral observations conducted at random times. The discussion focuses on the utility of conducting such assessments, the methodological and applied limitations of the current study, and avenues for further research.
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