Transcript: ADHD And Autism | Nov 27, 2000

(music plays)

In animation, the title appears inside the shape of a house: “More to life.”

The opening sequence shows a wooden table with a small lit candle as several words fly by: Nutrition, medicine, prevention, treatment, health.
Fast clips show different sets of hands performing activities on the table such as pulling petals from a daisy, drawing a big red heart, tuning a violin, flipping through the pages of a book, cooking, and pouring a glass of red wine.

Maureen Taylor sits in a studio with a yellow wall displaying the “More to life” logo in the background.

Maureen is in her late thirties, with wavy red hair. She’s wearing a turquoise blazer over a white turtleneck and a patterned skirt.

She says IT'S A FAMILIAR SCENE TO MY
GUEST.
DR. WENDY ROBERTS,
PEDIATRICIAN AND DIRECTOR OF
THE CHILD DEVELOPMENT CENTRE
AT THE HOSPITAL FOR SICK
CHILDREN.

Wendy is in her late forties with light blond short hair. She’s wearing a gray jacket over a matching dress and silver earrings.

Maureen continues SHE TREATS CHILDREN AS WELL
AS AUTISM.
IF YOU HAVE QUESTIONS ABOUT
BEHAVIOR, DIAGNOSIS, AND
TREATMENT FOR KIDS WITH ADHD
OR AUTISM, GIVE US A CALL.

A caption appears on screen showing two phone numbers.

Maureen continues IN TORONTO THE NUMBER IS
416-484-2727.
LONG DISTANCE, DIAL
1-888-411-1234 AND YOU CAN
E-MAIL YOUR QUESTION FOR
DR. ROBERTS TO “MORE TO LIFE.”
AT TVO.ORG.
HOW TRUE LIFE IS THE SCENE
WE JUST SAW IN THAT DRAMA.

Wendy says ITEM REALLY PRETTY
REPRESENTATIONAL.

Maureen says WHAT IS THAT
CHILD EXHIBITING THERE, WHY
IS HE SO EXCITABLE.

Wendy says I GUESS SOME PEOPLE WOULD
DESCRIBE IT AS BEING FULL OF
LIFE AND FULL OF ENERGY AND
ALL KID ALSO GET WOUND UP AT
CERTAIN TIMES.

A caption appears on screen. It reads “Doctor Wendy Roberts. Developmental Pediatrician.”

Wendy continues BUT WHEN IT'S THAT CONSTANT
LOOKING FOR MORE, DIFFERENT,
NOT STICKS AT ONE THING EVEN
THOUGH THEY MAY LIKE IT,
MOVING ON TO ANOTHER.
THAT CONSTANT MOVEMENT,
FEELING LIKE DRIVEN SORT OF
SENSE, DRIVEN BY A MOTOR IS
A TERM WE SOMETIMES USE.
THAT'S WHAT'S PARTICULARLY
NOTABLE, AND FAMILIAR.
YOU RECOGNIZE IT WHEN YOU
SEE IT.

Maureen says I THINK WHAT STANDS OUT
THE WAY THAT MOTHER HAS TO
ENDURE THE STAERS OF OTHER
PEOPLE IN THE STORE.
WHAT KIND OF STIGMA IS STILL
ATTACHED TO HAVING A CHILD
WITH ADHD?

Wendy says I THINK MORE OFTEN THAN
NOT, WHEN SOMEBODY SEES A
CHILD FOR A SHORT CLIP, IT
LOOKS JUST AS IF THAT CHILD
IS IN POOR CONTROL.
APART FROM PARENTS BEING
EMBARRASSED AND FEELING THEY
HAVE TO EXPLAIN THE MORE
COMMON FEELING IS SOMEBODY
IS CRITICIZING THEM AS A
PARENT FOR NOT HAVING TAUGHT
THEIR CHILD TO CONTROL THEIR
BEHAVIOR.

Maureen says DOES PARENTING
ENTER INTO THIS AT ALL?

Wendy says IF YOU LOOK AT A PARENT
WHO HAS HAD A PHENOMENAL
AMOUNT OF INPUT OR HAS READ
GREATLY AND USING STRATEGIES
THAT ARE EFFECTIVE.
YOUR INITIAL FIRST GLANCE
WILL SAY THAT PARENT IS
BEING AWFULLY TOUGH AND YET
WHAT WE'VE LEARNED IS THAT
PARENTS WHO ARE VERY
STRUCTURED AND TOUGH BUT
MAINTAIN A LOVING FEELING IN
THE MIDDLE OF IT, WILL
PROBABLY HAVE THE BEST
SUCCESS IN TERMS OF TEACHING
THOSE STRATEGIES TO THE
CHILDREN THEMSELVES, PLUS
KEEPING JUST A LITTLE
CALMER.

Maureen says DOES THAT MEAN THOSE
PARENTS THEN DON'T HAVE TO
RESORT TO RITALIN WHICH THIS
CONVERSATION IS GOING TO GET
TO, ANYWAY.
WHAT DO YOU FIND THERE.

Wendy says EVEN WITH THE ABSOLUTE
BEST BEHAVIORAL TECHNIQUES
IN TOTALLY CONSISTENT
PARENTING SITUATIONS, WHICH
IS IMPOSSIBLE, WE'RE ALL
HUMAN BEINGS, THERE ARE A
CERTAIN PROPORTION, A FAIRLY
SIGNIFICANT PROPORTION OF
CHILDREN WHO WILL STILL HAVE
MAJOR PROBLEMS ON A AN
ONGOING BASIS IN SITUATIONS
WHERE CONTROL IS EXPECTED,
AND FOR THOSE CHILDREN,
STUDY AFTER STUDY, AFTER
STUDY AS WELL AS OUR
EXPERIENCE HAS SHOWN THAT AT
LEAST A SMALL AMOUNT OF
MEDICATION WILL MAKE
EVERYTHING SIGNIFICANTLY
MORE SUCCESSFUL.

Maureen says YOU WERE PART OF A DEBATE
THAT WE DID ON ANOTHER TVO
PROGRAMME.
YOUR HEALTH ON RITALIN LAST
TUESDAY AND WE GOT CALLS
FROM PARENTS SAYING THIS
DEBATE IS GREAT BUT DOESN'T
HELP THEM GET HELP FOR THEIR
CHILD.
A LOT OF THEM DON'T KNOW
WHAT ELSE TO DO, THAN TURN
TO RITALIN.
WHAT IS THERE FOR THEM.

Wendy says WE ARE REALLY LIMITED IN
RESOURCES TO HELP FAMILIES
WITH CHILDREN OF ADHD.
BECAUSE IT LOOKS LIKE
SOMEWHERE ON THE SPECTRUM OF
Wendy air quotes NORMAL CHILDHOOD,
Wendy continues IS OFTEN
NOT RECOGNIZED AS HIGH
PRIORITY.
AS OTHER DEVELOPMENTAL OR
BEHAVIORAL DISORDERS, AND SO,
SAY THEY KIND OF TEACHING
STRATEGIES OR BEHAVIOR
MANAGEMENT WHICH CAN BE
QUITE HELPFUL FOR
PARTICULARLY AS CHILDREN GET
A LITTLE BIT OLDER AND START
APPROACHING TEEN YEARS AND
WANT TO LEARN SOME OF THE
STRATEGIES.
WE HAVE ALMOST NO RESOURSE,
WE HAVE VERY, VERY FEW
PSYCHOLOGISTS WHO ARE
TRAINED IN THOSE TECHNIQUES
WHO CAN IN TURN TRAIN
CHILDREN AND FAMILIES.
PARENTS OR TEACHERS EVEN SO
WE'RE SHORT ON RESOURCES.
WITHIN SOME SCHOOL BOARDS,
SOME PSYCHOLOGISTS AND
PSYCHOLOGISTOLOGY ASSOCIATES
HAVE GOOD TECHNIQUES THAT
THEY USE AND WILL WORK WITH
KIDS IN GROUPS.
WILL WORK WITH TEACHERS BUT
AGAIN THEY'RE FEW AND FAR
BETWEEN SO THERE REALLY IS A
LIMITED AMOUNT OF RESOURCES
AVAILABLE.
SOME PSYCHOLOGISTS AND
PRIVATE PRACTICE ARE DOING
SOME OF THE WORK.
VERY FEW PUBLIC RESOURCES.

Maureen says THERE'S A STORY, NOW THIS
WAS THE STATES RECENTLY THAT
TEENAGERS WHO TAKE RITALIN
ON THEIR OWN MEANING THE
PRINCIPAL DOESN'T HAVE TO
GIVE IT TO THEM ARE SELLING
IT LIKE A STREET DRUG TO
OTHER KIDS AN IT'S BEING I
GUESS SNORTED FOR A HIGH.
WHAT DO YOU KNOW ABOUT THAT,
IS THERE ANY EVIDENCE THAT
THAT HAPPENS HERE.

Wendy says IN THE LAST TWO OR THREE
YEARS WE HAVE BEEN HEARING
MORE AND MORE EXAMPLES OF
ABUSE BY OTHER TEENAGERS
SINCE THE WORD HAS GOT OUT.
THAT THIS CAN WORK THIS WAY
OR IT CAN BE INGESTED ALONG
WITH A NARC TO GET A HIGH.
AND THAT'S BEEN A HUGE
CONCERN, NOT JUST THE
SELLING BECAUSE I HAVEN'T
SEEN AS MUCH SELLING AS I
HAVE SAY WITH AMPHETAMINES
WHERE WE'VE HAD LOTS OF
EXAMPLES OF SELLING, BUT FOR
CHILDREN IF OTHER TEENAGERS
KNOW THAT THE CHILDREN IS
CARRYING SAY, PILLS WITH
THEM TO COOL OR WHATEVER,
WHERE THEY'RE BULLIED OR
HAVE THEM STOLEN.
THAT HAS BEEN A MORE COMMON
EXPERIENCE FOR ME.

Maureen asks CAN WE DO ANYTHING ABOUT
THIS?

Wendy replies WE EDUCATE AS MUCH AS WE
CAN, SO THAT PARENTS DEPOSIT
THE PILLS THAT NEED TO BE
TAKEN AT SCHOOL, DIRECTLY TO
THE OFFICE SO THAT THERE'S
NO DANGER OF A CHILD
CARRYING THEM AROUND.
WE TELL THE CHILDREN THAT
THESE ARE THINGS THAT CAN BE
ABUSED AND NEED TO BE VERY
CAREFUL.
AND WE'RE LOOKING FOR MORE
FORMS OF MEDICATION THAT CAN
BE GIVEN JUST FIRST THING IN
THE MORNING.
I WOULD PREFER THAT PILLS
NEVER HAVE TO GO TO SCHOOL.
I THINK IT SAVES
EMBARRASSMENT.
KIDS AREN'T CENTRED OUT
BEING REMINDED TO TAKE THEM.
BUT IT'S JUST BETTER THAT
THEY REMEMBER TO TAKE THEM
ONCE A DAY.
SO WE'RE TRYING TO GET FORMS,
SOME OF THEM ARE AVAILABLE
IN THE STATES AND JUST BEEN
TESTED THAT ARE TRULY LONG
ACTING AND CAN BE GIVEN JUST
IN THE MORNING.
AND I THINK THAT'S THE
SAFEST WAY.

Maureen says OKAY, THAT'S ADHDRK.
I'M SURE WE'LL GET CALLS ON
THAT BUT YOUR OTHER SPECIAL
CITY WORKING WITH KIDS WITH
AUTISM.
CAN YOU TELL US WHAT AUTISM
IS.
I DON'T THINK I KNOW AN
AWFUL LOT ABOUT.

Wendy says IT UP WITH OF THE REASONS
I'VE BEEN INVOLVED WITH BOTH
ADHD AND AUTISM BECAUSE OF
THE SIMILARITIES AND
DIFFERENCES BECAUSE THEY'RE
A GROUP OF CHILDREN WITH
SO-CALLED AUTISM WHO ALSO
CAN BE QUITE HYPERACTIVE AND
IMPULSIVE AND THAT MAY BE A
SUBGROUP, WHERE WE CAN FIND
OUT THING THES ABOUT EACH
THROUGH STUDYING THE OTHER.
BUT IN A WAY THE TYPICAL
AUTISM IS ALMOST THE
OPPOSITE OF ADHD THE.
YOU'RE SORT OF SOME PEOPLE
HAVE COMPARED A CHILD TO
THEIR BRAIN.
JUST GOING UP AND DOWN THE
RADIO CHANNELS AND TUNING IN
FOR VERY SHORT PERIODS.
MAYBE IT'S SIMILAR TO RAPID
FINGER FLIBING ON TELEVISION.
BUT GOING FROM ONE THING TO
ANOTHER AND NOT SUSTAINING
YOUR ATTENTION FOR A LONG
PERIOD.
AUTISM, THE TYPICAL PATTERN
AROUND ATTENTION IS GETTING
VERY, VERY FOCUSED ON
SOMETHING OF INTEREST.
IT COULD BE JUST LOOKING AT
A RAY OF LIGHT, IT COULD BE
LOOKING AT A WHEEL TURN.
COULD BE LOOKING AT A FAN GO
ROUND OR IT COULD BE LOOKING
AT A MATHEMATICAL OPERATION
OR LETTERS OR NUMBERS, BUT
IT'S LOOKING AT SOMETHING
GETTING VERY ENGROSSED IN IT
AND HAVING TROUBLE SWITCHING
FROM THAT.
TO SOMETHING ELSE.
SO, IT'S THE OPPOSITE, WE
TALK ABOUT CHILDREN BEING
STICKY AS OPPOSED TO
INATTENTIVE AND THE OTHER
BIG PROBLEM WITH AUTISM IS
NOT BEING ABLE TO UNDERSTAND
WHAT'S GOING ON IN ANOTHER
PERSON'S HEAD.
SO IT ISN'T AN ATTENTION
THING BUT IT'S BEING ABLE TO
UNDERSTAND THAT YOU HAVE A
SET OF PERCEPTIONS AND
THOUGHTS AND FEELINGS AND
EMOTIONS AND WHAT I SAY TO
YOU WILL VERY MUCH BE
DEPENDENT ON WHAT I THINK
YOU'RE THINKING.
AND WHAT ELSE YOU NEED TO
KNOW THE.
HOW MUCH MORE DO I NEED GO
INTO THIS DETAIL.
SOMEBODY WITH AUTISM HAS
VARIABLE DIFFICULTIES
CERTAINLY GREAT DIFFICULTY
EARLY ON, APPRECIATING THAT
OTHER PEOPLE HAVE THOSE SETS
OF THOUGHT THES AND FEELINGS
AND EMOTIONS AND THAT SEEMS
TO BE ONE OF THE FOUR
DEFICITS.

Maureen says WE WILL BE TABLING YOUR
QUESTIONS AND FOR DR. WENDY
ROBERTS, A DEVELOPMENTAL
PEDIATRICIAN.
QUESTIONS ABOUT ADHD OR
AUTISM.
416-484-2727, IF IT'S LONG
DISTANCE IT'S FREE WHEN YOU
DIAL 1-888-411-1234.
AND YOU CAN E-MAIL YOUR
QUESTION TO MORETOLIFE AT
TVO.ORG.
MANDY IS IN OTTAWA, WELCOME.

Mandy says HI.
I'M GLAD I TURN
THED ON THE CHANNEL TODAY
THE.
I HAVE A YOUNG GIRL WHO WILL
BE TURNING FIVE.
SHE'S BEEN DIAGNOSED AS WELL
AS HAVING DEVELOPMENTAL
DISORDER.
AND IT'S QUITE SHOCKING.

Mandy makes a pause.

Maureen says TELL US ABOUT IT
MANDY.

Wendy says WELL, SHE'S EXTREMELY
BRIGHT.
ARTICULATE.
COMMUNICATIVE AND VERY, VERY
LOVING LITTLE GIRL.
EXCEPT WHEN IT COMES TO A
CHANGE BEING CHANGING FROM A
VAN TO A CAR.
CHANGING SOMETHING IN HER
CLASSROOM.
A ROUTINE.
SHE REALLY HAS DIFFICULTY
COPING WITH IT AND SHE GOES
INTO A TRANS, WHERE SHE'LL
REPEAT IT I'M NOT DOING IT,
I'M NOT DOING IT, WHERE SHE
WILL HAVE A TEMPER TANTRUM
SO SERIOUS SHE WILL MAKE
HERSELF SICK, BUT WHEN SHE
WANTS TO FOCUS ON SOMETHING
IT'S REMARKABLE THE
INTENSITY OF IT AND SHE JUST
SIT ALSO THE AND WILL DO IT
TO PERFECTION.
AND I DON'T KNOW WHAT TO DO
BECAUSE IT'S SO DIFFICULT TO
EXPLAIN THIS TO PEOPLE
WITHOUT THEM THINKING THAT
YOU KNOW, YOU ARE THE
PROBLEM.
YOU HAVEN'T PARENTED WELL OR
YOU'VE MISSED A STEP.

Maureen says DOCTOR ROBERTS?

Wendy says IT'S AN INTERESTING
QUESTION, I CERTAINLY
UNDERSTAND AND HEARD FROM
MANY OTHER PARENTS THIS REAL
FEELING OF DISTRESS BECAUSE
PARENTS DO TEND TO BE BLAMED
WHEN ANY BEHAVIOR GOES
WRONG.
FIRST THING ABOUT GIVING
BOTH A DIAGNOSIS, PDD, A
TERM THAT'S BEING USED A LOT
IN THE PAST TO DESCRIBE A
CHILD WHO IS ON WHAT WE CALL
NOW THE AUTISM SPECTRUM OF
DISORDERS.
SO, AND WE TYPICALLY HAVE
GONE ALONG WITH THE IDEA
THAT AN AUTISM OR PERVASIVE
DEVELOPMENT THE DISTHE ORDER
TAKES PRECEDENCE OVER ANY
OTHERS SO IF YOU'VE GOT THAT,
THEN THE ADHD OR THE HYPER
ACTIVITY OR RESTLESSNESS OR
WHATEVER WOULD BE A
SECONDARY COMPONENT.
SO A PRIMARY DIAGNOSIS
SOUNDS LIKE YOU NEED
CLARIFICATION OF IS WHETHER
SHE IS SOMEWHERE ON THE VERY
HIGH FUNCTIONING END OF THE
AUTISM SPECTRUM.
THEN THE THE SYMPTOMS, OF
INATTENTION AND RESTLESSNESS
HAVE TO BE UNDERSTOOD, SO
SOUNDS LIKE YOU NEED A
LITTLE BIT OF SORTING OUT
AND THE QUESTIONS THAT YOU
COULD ASK YOURSELF AROUND
THAT, THE STICKYNESS IS AN
IMPORTANT PIECE AND
CERTAINLY THE SEVERITY OF
TANTRUMS CAN BE AN INDICATOR
THAT THE STICKY SEASONS AN
ISSUE BUT THE OTHER THING
YOU NEED TO THINK ABOUT IS
HOW SOCIALLY CURIOUS IS SHE.
HOW EASY IS IT FOR HER TO
UNDERSTAND WHAT OTHER KIDS
ARE WANTING TO DO OR WHAT'S
GOING ON IN THEIR HEADS.
DOES SHE MAKE FRIENDS
EASILY.
IS SHE MAINTAINING CONTACTS
WITH OTHER KIDS.
THAT WILL GIVE YOU MORE OF
ANOTHER CLUE AROUND WHETHER
OR NOT IT'S AROUND THE SPECK
DRUM THAT SHE'S HAVING
TROUBLE.

Maureen says WILL SHE BE ABLE TO TAKE
PART IN SOME OF THE
BEHAVIORAL THERAPIES
AVAILABLE FOR AUTISM IN THE
MAJOR CENTRES AROUND
ONTARIO.

Wendy says SHE JUST TURNED FIVE.

Maureen says IS THAT RIGHT.

Mandy says SHE'LL BE 5 AT THE END OF
JANUARY.

Wendy says IF SHE NET CRITERIA SHE
WOULD NEED A GOOD ASSESSMENT,
YES, SHE WOULD.

Maureen says AND PROBABLY
SEEK THAT OUT IN OTTAWA.
THANKS MANDY VERY MUCH.
I HOPE THAT HELPS BUT NEEDS
TO GET THAT DIAGNOSIS IN
ORDER TO TAKE ADVANTAGE OF
THIS, MAYBE YOU'D BETTER
TELL US A LITTLE BIT ABOUT
WHAT WE'RE TALKING ABOUT
THIS THERAPY THAT'S GOING ON
FOR KIDS WITH AUTISM.

Wendy says THE GOVERNMENT LAST YEAR
DESIGNATED A POT OF MONEY
SPECIFICALLY FOR CHILDREN
WHO WERE ON THE AUTISM
SPECTRUM WHO HAD SEVERE
DIFFICULTY IN TERMS OF
SOCIAL INTERACTION AND
COMMUNICATION AND WAS TO BE
SPENT ON INTENSIVE
BEHAVIORAL INTERVENTION.
IN A WAY IT'S USING
BEHAVIORAL TECHNIQUING TO
TEACH COMMUNICATION AND USE
OF LANGUAGE AND
SOCIALIZATION.
SO THERE ARE CENTRES ALL
AROUND THE PROVINCE FOR
CHILDREN WHO RECEIVE A
DIAGNOSIS OF AUTISM AND THE
TEAMS THAT ARE NOW IN PLACE
THERE, THEY'VE GOT QUITE A
WAITING LIST BECAUSE IT'S
THE MONEY JUST CAME OUT IN
THE SUMMER, BUT THOSE TEAMS
WILL CLARIFY EXACTLY HOW
SEVERE THE PROBLEMS ARE, AND
WILL REACH A DECISION ABOUT
HOW MUCH INTERVENTION AND AN
INDIVIDUAL CHILD MAY BE ABLE
TO RECEIVE.

Maureen says THANK YOU AGAIN THE.
MANDY, GOOD LUCK.
KATHERINE IS IN KING CANSTON,
HI KATHERINE.

Katherine says HI, I HAVE TWO CHILDREN
THAT ARE EXTREMELY
HYPERACTIVE THE, AND THE
FIVE-YEAR-OLD, SHE'S WHEN
YOU TALK TO HER TRY TO
DISCUSS A PROBLEM WITH HER,
SHE CAN'T EVEN LOOK AT YOU.
LIKE YOU'VE GOT HER FACE
FACING YOU BUT HER EYES ARE
GOING EVERYWHERE, AND THEY
PLAY WITH THEIR HANDS.
FOR THREE YEARS I'VE BEEN
TRYING TO GET HELP, THE
DOCTOR SENDS ME TO PATHWAY
OR CHILDREN SERVICES.
CHILDREN SERVICES CAME IN
AND DID AN ASSESSMENT FOR
EIGHT MONTHS CAME IN TRYING
TO HELP ME AND BY THE END OF
THE EIGHT MONTHS THEY SAID
WE DON'T KNOW WHAT WE CAN DO
FOR YOU, ITEM NOT YOU, IT'S
THE KIDS, WE DON'T KNOW WHAT
TO DO.
WENT BACK TO THE DOCTORS
THEY SENT ME BACK TO
PATHWAYS NOW WANT TO SEND
SOMEONE IN TO HELP ME AGAIN.
HOW DO YOU MAKE PEOPLE
REALIZE IT'S NOT YOU, IT'S
THE KIDS.

Wendy says SOME OF WHAT'S NEEDED FOR
ANY CHILD WITH DIFFICULT
BEHAVIOR IS BEHAVIOR AND
INTERVENTION, THAT'S THE
PIECE THEY'RE TRYING TO HELP
YOU WITH, BUT THE OTHER
PIECE IS LOOKING AT WHETHER
THERE'S ANYTHING FROM A
MEDICAL POINT OF VIEW THAT
COULD HELP YOU ANOTHER
MAKING SURE THAT ADHD IS THE
MAIN AND ONLY DIAGNOSIS.
SO FROM WILL ALWAYS BE THE
ENVIRONMENTAL BEHAVIORAL
PIECE, HAVE YOU SEEN A
PEDIATRICIAN?

Katherine says YES, I DID SEE ONE ONCE.
AND HE THOUGHT THAT THE
7-YEAR-OLD WAS UP AT MY
PARENTS BECAUSE I COULDN'T
HANDLE BOTH TOGETHER.
I'M AT A POINT WHERE IF I
HAVE A BABY SITTER TO GO TO
WORK I HAVE TO HAVE TWO BABY
SITTER.
ONE TAKES THE ONE AND ONE
TAKES THE OTHER.
AND SHE THOUGHT MAYBE SHE
HAD A DEFIANT DISORDER AND
NOT ADHD.
WHEN HE HAD SPOKEN TO HER.
BUT IT WAS A MATTER OF
GETTING PSYCHOLOGICAL
ASSESSMENT WHICH I COULD
ONLY GET AN APPOINTMENT
EVERY 6-8 WEEKS AND THEY HAD
TO HAVE 8 APPOINTMENTS WITH
THEM SO WOULD TAKE 6-8
MONTHS TO FIND OUT WHAT'S
WRONG WITH HER.

Wendy says I THINK YOU NEED ANOTHER
DEVELOPMENTAL PEDIATRIC
ASSESSMENT TO REALLY LOOK AT
THE ISSUES AGAIN, AND TO SEE
IF THERE ARE OTHER WAYS
ALONG WITH THE BEHAVIORAL
INTERSENSE VENGS THAT THEY
MIGHT BE HELP BUT ALSO TO
CLARIFY THE DIAGNOSIS.
THERE IS A CHILD DEVELOPMENT
CENTRE IN KINGSTON THAT
MIGHT BE ABLE TO HELP YOU.

Maureen asks IS THAT COMMON FOR TO IT
TAKE 6-MONTHS FOR A
DIAGNOSIS.

Wendy replies WAITING LISTS ARE
HORRIBLE.
WE HAVE WAITING LISTS OVER A
YEAR OR MORE AT THIS POINT
AND I KNOW THAT IT'S
TERRIBLY DISTRESSING FOR
PARENTS ESPECIALLY ONCE
YOU'VE MADE A DECISION THAT
YOU WANT TO GO AHEAD AND
HAVE AN ASSESSMENT DONE TO
WAIT SO LONG IS JUST AWFUL.
BUT, WE KEEP ADVOCATING AND
PUSHING AND TRYING TO GET
MORE RESOURCES BUT THEY'RE
VERY LIMITED AT THE MOMENT.

Maureen says WOULD A
PEDIATRICIAN START THEM ON A
SMALL DOSE OF RITALIN
BEFORE.

Wendy says ABSOLUTELY.

Maureen says SO THAT'S WHAT'S
NOT BEING THE DONE FOR HER I
GUESS.

Wendy says PUSHING A PEDIATRICIAN
AND GETTING AS MUCH HELP AS
POSSIBLE PEDIATRICIAN AND
THEY'LL KNOW WHERE THE NEXT
LEVEL OF HELP CAN COME FROM.

Maureen says I CAN'T HELP BUT
SENSE THERE MIGHT BE A
LITTLE BIT OF BIAS GOING ON
HERE, PERHAPS KATHERINE, FOR
HER TO HAVE TO SEPARATE HER
FAMILY BECAUSE SHE CAN'T
HANDLE THEM.
IT SOUNDS LIKE SOMEBODY
NEEDS TO DO SOMETHING
QUICKLY.
KATHERINE.
THANK YOU VERY MUCH FOR YOUR
CALL.
RENE IS IN CARLTON PLACE.
HI THERE.

Rene says HI, THE QUESTION I HAD
FOR YOU TODAY IS MY SOON IS
SOON GOING TO BE 11 AND I
WAS WONDERING AT WHAT AGE HE
SHOULD BE TAKEN OFF HIS
MEDICATION.
HE'S ON CLONADINE.

Wendy says WE HAVE A GENERAL RULE
THAT WE DON'T LIKE TO
DISRUPT CHILDREN'S BEHAVIORS
DURING THE SCHOOL YEAR SO
THAT WE TRY WHEN EVER
POSSIBLE DURING THE SUMMER
VACATION IF THAT'S WHEN
PARENTS ARE WITH CHILDREN
THE MOST, THAT THAT'S A TIME
TO GRADUALLY WEEN MEDICATION
AND HAVE ANOTHER LOOK TO SEE
IF IT'S STILL HAVING A
SIGNIFICANT EFFECT.
WITH CLONADINE WORKS ALONG,
WE THINK ANTIANXIETY
PATHWAYS AND IT IS A
MEDICATION THAT HAS TO BE
WEENED SLOWLY SO WILL OFTEN
TAKE THREE TO FOUR WEEKS TO
WEEN IT OFF SO WOULD NEED A
SUMMER VACATION TO DO THAT.
SOME CHILDREN STAY ON
MEDICATION AS SOON AS YOU
START TO WEEN THEM IT'S
CLEAR THAT THEY STILL
ABSOLUTELY NEED IT AND WE
DON'T GO THE FULL DOSAGE
REDUCTION BUT WE DO ALWAYS
HAVE A PREFERENCE TO TRY TO
KEEP KIDS ON THE ABSOLUTE
LOWEST DOSE POSSIBLE.
WITH STIMULANTS AS THEY GET
OLDER MANY CHILDREN CAN
REDUCE THE DOSE THAT THEY
TAKE.
SEEMS THE BODY HAS A LONGER
HALF LIFE IN THEIR BODY AND
SO THAT THEY CAN DO WITH
LESS.
AND THE SAME THING GOES WITH
CLONADINE.
IF WE CAN KEEP THE DOSE
GOING IN THE LOWER DIRECTION
THAT COULD BE THE IDEAL
SITUATION.
ITEM NOT LIKE OTHER
MEDICATIONS WHERE YOU MAY
INCREASE AS BODY WEIGHT
INCREASES.
I WOULD SUGGEST A SUMMER
HOLIDAYS.

Maureen says DO SOME PEOPLE
HAVE TO TAKE THIS THROUGH
ADULTHOOD?

Wendy says VERY INTERESTING, I HAVE
HAD CALLS FROM OLD PATIENTS,
EVERY SO OFTEN WHEN A
PARTICULAR CRISIS COMES UP,
RECENTLY FROM SOMEBODY WHO
JUST WENT BACK AN MBA AND
SAID I WAS FINE IN A JOB FOR
A NUMBER OF YEARS BUT NOW
I'M BACK STUDYING, I CAN'T
HACK IT AND SO HAVE GONE
CAUTIOUSLY BACK ON A SMALL
DOSE.
SO IT IS A VARYING THING AND
WE HAVE MORE PARENTS WHO
CLEARLY HAVE ADHD WHO ARE
NOW HAVING ASSESSMENTS AND
SOME ARE ON SMALL DOSES OF
STILL LANNS WITH IMPROVEMENT
IN TERMS OF BOTH THEIR WORK
HABITS AS WELL AS FAMILY
LIFE, FOR THE FIRST TIME I
HAVE CHILDREN A FATHER OR
MOTHER THAT THEY FORGOT TO
TAKE THEIR MEDICATION.

Maureen says SO ARE YOU
TELLING ME THERE MIGHT BE A
GENETIC COMPONENT TO THIS.

Wendy says WE ABSOLUTELY BELIEVE
THERE'S GOOD EVIDENCE THAT
THERE IS, AND WE HAVE A
RESEARCH PROJECT GOING ON
LOOKING AT THE GENETICS OF
ADHD AND A NUMBER OF OTHER
CENTRES AROUND THE WORLD WHO
ARE DOING THE SAME THING.
SO, WE HAVE INCREASING
EVIDENCE THAT IT'S VERY MUCH
GENETIC.

Maureen says OKAY, THANKS RENE, AN
E-MAIL HERE IN MARIANNE.

Maureen turns and looks at a computer screen.

Maureen reads MY
SOON TO BE 7-YEAR-OLD SON
HAS BEEN DIAGNOSED WITH DCD
AFFECTING HIS GROWTH MOTOR
SKILLS.
SIGNS ARE STARTING TO MAKE
THEMSELVES APPARENT AS HE
PROGRESSES THROUGH GRADE
ONE.
WHAT IS THE USUAL LEVEL OF
LEARNING DIFFICULTIES
ASSOCIATED WITH DCD.
HE IS RECEIVING OCCUPATIONAL
THERAPY, ONCE A WEEK FOR ONE
HOUR TO HELP WITH HIS FINE
MOTOR SKILLS WHAT CAN DO I
TO HELP.
AND DCD WOULD BE DEVELOPMENT
THEAL COORDINATION DISORDER.

Wendy says THAT'S RIGHT.
BACK IN THE 50s AND 60s WHEN
LEARNING PROBLEMS WERE FIRST
BEING IDENTIFIED IT WAS
RECOGNIZE A FAIR NUMBER OF
KIDS THAT HAD LEARNING
PROBLEMS HAD MOTOR
COORDINATION PROBLEMS AND
SOME HAD ATTENTION PROBLEMS
AND IT WAS A TERRIBLE TERM
USED BACK THEM CALL MBD OR
MINIMAL BRAIN CAN
DYSFUNCTION, INSINUATED ANY
CHILD WHO HAD LEARNING
PROBLEMS, HAD HAD SOME KIND
OF INSULT TO THE BRAIN.
NOW WE'RE RECOGNIZING THAT
THERE ARE PROBABLY
DEVELOPMENTAL GENES COME
BACK TO THE GENETIC PIECE
THAT, DETERMINED THE FINE
TUNING OF AREAS RELATED TO
MOTOR SKILLS, ATTENTION
FOCUSING SKILLS.
AND OTHER AREAS OF LEARNING
LARRY LANGUAGE SKILLS.
AND THAT THERE MAY WELL BE
GENES THAT LEAD TO A CHILD
HAVING PROBLEMS IN ALL THREE
OF THOSE AREAS.
BUT WHAT WE SEE IS SOME MAY
HAVE MORE IN ONE AREA THAN
IN ANOTHER.
SO MORE KIDS WITH ATTENTION
PROBLEMS WILL HAVE
COORDINATION PROBLEMS.
MORE KIDS WITH LEARNING
PROBLEMS WILL HAVE ATTENTION
PROBLEMS AND WILL HAVE
COORDINATION PROBLEMS SO YOU
CAN GET ANY KIND OF MIX OF
THOSE THREE THINGS.
IF THE MOTOR PROBLEMS ARE
THE MAIN ONES THAT THIS
CHILD IS EXPERIENCING, THERE
IS A HIGHER RISK THAT
PARTICULARLY WHEN IT COMES
TO WRITTEN LANGUAGE AND
HAVING TO GETS SAYS AND
SENTENCES AND A LOT OF WORK
DONE ON PAPER, THAT THAT
MOTOR PROBLEM MAY BE
ASSOCIATED WITH A WRITTEN
LANGUAGE PROBLEM OR MAY AT
LEAST SLOW THAT PROCESS
DOWN.
SO WE LOOK AT TYPING THE USE
OF COMPUTERS AND SPELL
CHEQUES TO HELP WITH THE
MECHANICS OF THAT.
BUT WE DO HAVE TO LOOK
CAREFULLY AND MAKE SURE THAT
THE ACTUAL FORMULATION OF
WRITTEN LANGUAGE AND
ORGANIZATIONAL SKILLS AND
THOSE THINGS AREN'T AFFECTED
AS WELL.
THEY AREN'T GOOD FIGURES TO
SAY WHAT RISK THERE IS.
BUT THERE IS A RISK AND
NEEDS TO BE MONITORED
CAREFULLY.

Maureen says ANYTHING SHE AS A MOTHER
CAN DO AT HOME TO HELP HIM?

Wendy says WE HAVE FOUND
OCCUPATIONAL THERAPISTS
MAKING SUGGESTIONS BUT WE
HAVE FOUND ANY ACTIVITIES
THAT ENCOURAGE BUILDING UP
COMPUTER SKILLS, SO, DOING A
LITTLE STORY TOGETHER ON THE
COMPUTER.
OKAY, YOU DO A LITTLE BIT,
YOU GIVE ME THE NEXT IDEA,
YOU TYPE A LINE, I'LL TYPE A
LINE.
BUILDING UP COMPUTER SKILLS
IS A BIG THING BUT HELPING
WITH THINKING ABOUT STORIES.
THINKING ABOUT HOW TO GET
YOUR IDEAS DOWN ON PAPER AND
LOTS AND LOTS OF READING.

Maureen says OKAY.
JOSIE IN WHITBY.
HI.

Josie says HI.
DR. ROBERTS MY SON IS GOING
TO BE 12 NEXT WEEK AND HE
WAS ON RITALIN FOR THREE
YEARS FOR ATTENTION DEFICIT
DISORDER AND THEN LAST YEAR
WAS DIAGNOSED WITH TURETTS
SYNDROME.
NOW, HE HAS VERY BAD SOCIAL
SKILLS, THE CHILDREN MAKE
FUN OF HIM.
HE'S ALWAYS DEPRESSED.
HE'S ALWAYS ANGRY.
AND WE DON'T KNOW WHAT TO DO
WITH HIM.
HE HAS BEEN TO A
PEDIATRICIAN, BUT I WORRY
MORE ABOUT HIS SOCIAL
SKILLS.
I MEAN HE'S GOING TO BE 12
BUT IN SCHOOL HE'S ABOUT
THINKING LIKE A 9-YEAR-OLD.
AND WE'RE REALLY WORRIED
ABOUT AS TOO WHAT WE CAN DO.

Wendy says SOME CHILDREN WHO START
OUT WITH ATTENTION
PROBLEMS GARAGELY OVER TIME
SHOW US THROUGH OTHER
FEATURES THROUGH THE TICKS
AND THROAT CLEARING AND
VOCAL TICKS AND MOTOR
MANNERISMS THAT THEY'RE
HEADING IN THE DIRECTION OF
A TURRK ETT DISORDER AND THE
SYNDROME APART FROM HAVING
THE TICKS AND VERY
FREQUENTLY THE THE FEATURES
OF ADHD HAVE OBSESSIVE
COMPULSIVE FEATURES AND
VARYING FREES OF ANXIETY AS
WELL AS LEARNING PROBLEMS.
I THINK THAT DEALING WITH
THAT COMBINATION OF
DIFFICULTIES IN TURETTS
SYNDROME IS ONE OF THE
BIGGEST CHALLENGES KIDS HAVE
TO FACE.
AN OVERWHELMING PROBLEM TO
THINK ABOUT, YOURSELF
THINKING DIFFERENT BECAUSE
YOU MAY HAVE UNUSUAL
MANNERISMS, TO KNOW YOU'RE
INATTENTIVE KNOW YOU'RE
GOING THROUGH RITUALS THAT
DON'T MAKE SENSE TO YOU OR
ANYBODY ELSE.
SO THERE'S USUALLY LOTS OF
TEASING.
LOTS OF MISUNDERSTOOD
BECAUSE THINGS COME OUT
IMPULSIVELY.
YOU GET INTO TROUBLE ALL THE
TIME BECAUSE YOU'RE NOT
STOPING AND THINKING.
HOLDING BACK.
EITHER WITH PEERS OR
TEACHERS OR WITH WITH
ANYBODY IN THE COMMUNITY.
SO IT'S A VERY DISTRESSING
DISORDER.
ONE OF THE THINGS THAT WE
FOUND IS THAT TEACHERS WHO
ARE INVOLVED WITH THE CHILD
NEED LOTS OF HELP IN TERMS
OF LITERATURE AND HELP FROM
CONSULTANTS ON A DAY-TO-DAY
BASIS.
THE UNDERSTANDING THE SOCIAL
PIECE, THE TURETT
ASSOCIATION CAN BE HELPFUL
IN LINKING KIDS UP WITH EACH
OTHER SO THERE'S SUPPORT.
AND THE OVERALL ASSESSMENT
AND NUR PSYCHOLOGICAL
ASSESSMENT WHICH CAN BE
HELPFUL CAN BE ACCESSED
THROUGH THE TURETT CLUB CLINIC
AT THE HOSPITAL SO.
IF YOU HAVEN'T BEEN THERE
COULD BE A REALLY MAJOR
RESOURCE FOR YOU AND ITEM
VERY WELL LINKED WITH THIS
SUPPORT IN DIFFERENT
COMMUNITIES.

Maureen says AS FAR AS THE THE TEASING
GOES, THIS IS A CHILD IN
GRADE 7 I WOULD ASSUME.
IS IT APPROPRIATE FOR THE
TEACH TORE TALK TO THE OTHER
CHILDREN AND EXPLAIN TO THEM
THAT HE MAY HAVE THIS
DISORDER THAT CAUSES HIM TO
ACT LIKE THAT AND MAYBE THEY
WOULD WANT TO LAY OFF, YOU
KNOW, CAN YOU DO THAT?

Wendy says YOU CAN DO THE FIT YOU DO
IT THE RIGHT WAY.
YOU HAVE TO DO IT IN A WAY
THAT IT'S ABSOLUTELY CLEAR
THAT THE CHILD WANTS IT
DONE.
IT'S EASIER TO DO IT WITH
YOUNGER GRADES AND KIDS THAT
ARE NOT AS EMBARRASSED.
BY GRADE 7 YOU HAVE TO BE
CAREFUL THAT THE CHILD
PREFER IT NOT BE TALKED
ABOUT AT ALL.
WE HAVE HAD SOME
DIFFICULTIES WITH WITH SAY
ASKING FOR SPECIAL INTEREST
GROUPS TO SAY WITH VIDEOS,
YOU HAVE TO MAKE SURE THAT
THE CHILD HAS SEEN THE VIDEO
AND ISN'T GOING TO BE UPSET
THAT SOMEBODY WAS MAYBE MORE
SEVERE FEATURES ARE BEING
SHOWN TO THE CHILD, WHERE
THEY MAY BE GOING.
I HAD A CHILD SAYING I'M NOT
LIKE THAT PERSON.
SO, THAT'S ANOTHER PIECE
THAT YOU HAVE TO BE CAREFUL
ABOUT.
I THINK WITH ANY IX SEPGSALITY,
TEACHERS PROBABLY A LOT DO A
GREAT JOB AND OTHERS COULD
BENEFIT FROM HELP IN HOW TO
DO IT IN A SENSITIVE WAY.
IN FACT I PROBABLY HAVE SEEN
THE BEST RESULTS WHEN KIDS
HAVE DONE AN ORAL
COMPOSITION OR PRESENTATION
IN CLASS THEMSELVES.
THIS IS THE PROBLEM THAT I
HAVE, AND THESE AND THEN THE
TEACHER HAS THE PERMISSION
TO HAVE A MORE GENERAL
DISCUSSION.

Maureen says A REAL CHALLENGE
THERE, THANK YOU JODY AND
GOOD LUCK.
LAURA IS IN SCARBOROUGH.
HELLO.

Laura says HELLO.
ACTUALLY I WANTED TO SPEAK
TO YOU ABOUT MY SON WHO JUST
TURNED 4, HE WAS DIAGNOSED
WITH GDD GLOBAL
DEVELOPMENTAL DISABILITY AND
THEY TESTED HIM BACK IN
SEPTEMBER FOR FRAGILE X SIN
TROM AND THEY WERE TELLING
ME THAT THIS IS GENETIC AND
THAT IT WAS GOOD FOR PLANNED
PARENTHOOD.
AND MEANWHILE WE HAD ANOTHER
SON.
SO THEY WERE CONCERNED ABOUT
THE FACT IF IT CAME UP
POSITIVE THERE WAS A
POSSIBILITY THAT MY YOUNGEST
ONE COULD ALSO DEVELOP THIS,
AND I GUESS WE WON'T BE
GETTING THE RESULTS FOR
ANOTHER COUPLE WEEKS BUT I'M
CONCERNED BECAUSE OF THE WAY
MY 4-YEAR-OLD IS NOW, I'M
SCARED THAT IT'S A
POSSIBILITY FOR MY YOUNGEST
AND I JUST WANTED TO
KNOW WHAT THE CHANCES ARE
THAT IF HE DOES HAVE THE
FRAGILE X THAT MY YOUNGEST
ONE IS GOING TO DEVELOP THIS.

Maureen says FIRST TELL THE
US WHAT THAT IS.

Wendy says SURE, IT'S A DISORDER
WHERE YOU ACTUALLY HAVE AN
ABNORMAL PIECE OF THE X
CHROMOSOME AND IT'S
ASSOCIATED WITH DELAYED
DEVELOPMENT GENERALLY.
USUALLY THERE'S
CHARACTERISTIC BOTH SHAPE OF
HEAD AND PHYSICAL
CHARACTERISTICS, SO, I DON'T
KNOW HOW LIKELY WHOEVER DID
THE TESTING TOLD YOU BASED
ON WHAT YOUR SON LOOKS LIKE,
WHETHER THIS IS A REALITY OR
NOT.
THE WE DO IT IN ALL
SITUATIONS WHERE THERE IS
GLOBAL DEVELOPMENTAL DELAY
BUT IT WOULD BE A FEW THAT
ACTUALLY TURN OUT TO HAVE
FRAGILE X SYNDROME.
MAY HAVE BEEN A RELATIVELY
ROUTINE TEST.
UNLESS THERE'S SOMETHING
UNUSUAL CHARACTERISTIC
LOOKING ABOUT YOUR SON.

Maureen says IS THAT RIGHT
LAURA?

Laura says I'M SORRY, MY SONS HEAD
CIRCUMFERENCE HAS GROWN
LARGER AND FACE HAS BECOME
ELONGATED BUT THE FUN NEST
THING THIS HAS ONLY BEEN
HAPPENING WITHIN THE LAST
YEAR WHERE HIS FACE HAS
ACTUALLY IT'S CHANGED A BIT.
AND I'M NOT TOO SURE IF THAT
HAS MUCH TO DO WITH IT.
I DON'T KNOW IF THAT'S THE
REASON WHY, BUT AS A
ROUTINE, WHAT ARE THE
CHANCES THAT THE BABY WOULD
DEVELOP THIS IF IT'S
GENETIC.

Wendy says THERE IS A SIGNIFICANTLY
HIGHER CHANCE OF HAVING
ANOTHER CHILD IF IT IS
FRAGILE X SYNDROME.
SO THAT THE RISKS ARE
HIGHER.
THAT WOULD ALL HAVE TO BE
TALKED ABOUT BASED ON THE
SPECIFIC DNA RESULTS FROM
YOUR OLDER SON.

Maureen says IS IT LIKELY
THAT DEVELOPS AT AGE 3 AND
NOT SOMETHING YOU NOTICED AT
BIRTH.

Wendy says IT CAN BE MORE OBVIOUS AS
CHILDREN GROW THE.

Maureen says I SEE.

Wendy continues SO IT'S NOT 100 percent.
SOMETIMES IT DOES LOOK MORE
OBVIOUS AS CHILDREN GROW .

Maureen says SO WE DON'T
LEAVE HER TOTALLY DEPRESSED,
WHAT IS THE PROGNOSIS.

Wendy says A LOT MORE IS NOW KNOWN
AND THERE CAN BE QUITE A LOT
OF VARIATION IN TERM THES OF
HOW SEVERE THE DEVELOPMENTAL
DELAY IS.
AND CERTAINLY, OVER THE LAST
FEW YEARS AS WE BECOMING
MORE AWARE THAT INTENSIVE
INTERVENTION FOR ALL
CHILDREN BRINGS THE HIGHEST
OUTCOME, THE BEST OUTCOME,
THE MOST IMPORTANT THING IS
THAT YOUR 4-YEAR-OLD IS IN A
REALLY GOOD PROGRAMME WHERE
THEY'RE GETTING LOTS OF
TEACHING, PARTICULARLY FROM
A LANGUAGE POINT OF VIEW AND
ALSO BECAUSE OFTEN IN
ATTENTION IS A MAJOR PART SO
THEY NEED TO BE IN A
STRUCTURED ENVIRONMENT WITH
LOTS OF REINFORCEMENT AND
TEACHING APPROPRIATE
BEHAVIOR AS WELL AS TEACHING
IMPORTANT PRE ACADEMIC
SKILLS.

Maureen says OKAY.
THANK YOU LAURA FOR THE
CALL.
WE'RE TALKING ABOUT CHILDREN
WITH ADHD AND AUTISM AND
OTHER DEVELOPMENTAL
DISORDERS.
DR. WENDY ROBERTS IS AN
EXPERT, IF YOU HAVE A
QUESTION FOR HER, CALL US IN
TORONTO AT 416-484-2727.
LONG DISTANCE, DIAL
1-888-411-1234 AND E-MAIL
YOUR QUESTION FOR HER TO
MORETOLIFE AT TVO.ORG.
LR ROBERTS STAT DOWN AND
TOLD ME SHE'S GETTING A LOT
OF QUESTIONS ABOUT
VACCINATIONS AND AUTISM AND
HERE IT IS.
Maureen reads DO THE YOU FEEL THERE'S ANY
VALIDITY TO THE SERIES THAT
IMPLICATE VACCINATIONS AS A
CAUSE OR RISK FACTOR FOR
AUTISM.
DO YOU FEEL THE REMOVAL OF
MERCURY DERIVATIVES MAY
AFFECT THE HIGH RATES OF
AUTISM.

Wendy says THERE'S BEEN A TREMENDOUS
AMOUNT OF QUESTION AND
SOUL-SEARCHING AROUND THE
WHOLE ISSUE OF IMMUNIZATION,
PARTICULARLY IN CHILDREN
WITH AUTISM.
WHO HAVE A PATTERN OF
REGRESSION IN ABOUT IN OUR
EXPERIENCE BETWEEN 30 AND
40 percent OF CHILDREN WHO DEVELOP
AUTISM HAVE LOOKED LESS
AUTISTIC MORE SOCIAL, MORE
TYPICAL UP UNTIL SOMEWHERE
BETWEEN 12 AND 24 MONTHS.
MOST OFTEN BETWEEN 15 AND 18
MONTHS.
AT THAT POINT THERE'S 30 TO
40 percent BECOME LESS SOCIAL MORE
WITHDRAWN, LANGUAGE WHICH
MAY HAVE EMERGED,
DISAPPEARS.
IT'S THAT GROUP OF CHILDREN
THAT ARE PARTICULARLY BEING
FOCUSED ON, BECAUSE NOT
KNOWING WHY THIS REGRESSION
TAKES PLACE, DRIVES
EVERYBODY CRAZY BUT
PARTICULARLY PARENTS
THINKING WHAT COULD HAVE
HAPPENED.
WE HAVE SEEN THE REGRESSIONS,
BECAUSE THEY'RE IN THAT AGE
GROUP.
THE THING THAT EVERYBODY
THINKS ABOUT IS WELL, THAT
MMR VACCINE WAS GIVEN
SOMEWHERE BETWEEN USUALLY 12
AND 15 MONTHS SO IT MUST
HAVE BEEN THAT.
WE'VE SEEN REGRESSION
HAPPENING WHEN THERE'S BEEN
ABSOLUTELY NOTHING HAS BEEN
DONE.
EVEN WHEN AN IMMUNIZATION
HASN'T BEEN GIVEN.
WE'VE SEEN IT FOLLOWING
GENERAL AN NECESSARY THET
THEICS.
WE'VE SEEN IT FOLLOWING
CONVULSIONS.
FOLLOWING WHAT SEEMED TO BE
A POSTTRAUMATIC STRESS
DISORDER.
THEY WERE VERY ATTACHED TO
THE.
WE'VE SEEN IT FOLLOWING
HOSPITAL ADMISSION WHERE THE
CHILD HAS BEEN UPSET FOR
WHATEVER REASON SO THERE ARE
MANY THINGS THAT SEEM TO
LEAD TO THAT REGRESSION, WE
ARE CURRENTLY FOCUSING ON
THE THE IMMUNIZATION BECAUSE
IT'S BEEN QUESTIONED BY A
DR. ANDREW WAKEFIELD WHETHER
THERE MAY BE MEASLE
PARTICLES IN THE GUTIERREZ
OF SOME AUTISTIC CHILDREN,
AGAIN, A FAIRLY SIGNIFICANT
OF AUTISM HAS REALLY RAISED
THE ISSUE.
THERE IS ABSOLUTELY NO
EVIDENCE AT THIS POINT TO
STUDENT FACT THAT THIS
VACCINATION COULD LEAD TO
AUTISM.
THERE ARE STUDIES GOING ON
SO THAT WE CAN BE 100 percent SURE,
AT THIS POINT IF A CHILD GOT
A WILD VIRUS INFECTION FROM
JUST CONTACT WITH SOMEBODY
WITH SAY MEASLES WHICH WE
HAD AN EPIDEMIC OF IN
SCARBOROUGH THREE YEARS AGO,
THEN THE RISK WOULD BE FAR,
FAR HIGH OFFICER HAVING AN
OVERWHELMING INFECTION THAN
IT COULD BE FROM A
VACCINATION SO IN A BALANCE,
IT'S FAR WISER TO GET
VACCINATED AND WE'RE
ABSOLUTELY SEEING EVERY
CHILD NEEDS TO BE
VACCINATED.
BUT AT THE SAME TIME, WE ARE
DOING A LOT OF DATA
COLLECTION, THE NATIONAL
INSTITUTE OF HEALTH AND
STATES IS PAYING FOR DATA
COLLECTION RIGHT NOW FROM
ALL THE CENTRES AND WE'RE A
PART OF ONE OF THE PROGRAMS
THAT WILL BE COLLECTING DATA
SO THAT WE CAN REALLY 100 percent
REASSURE PARENTS THAT THERE
IS NOT AN ISSUE HERE.

Maureen says SO ARE YOU, WHAT ABOUT
PARENTS WHO HAVE NOTICED A
REGRESSION, DO THEY CONTINUE
TO GET VACCINATIONS BEYOND
THAT PERIOD?
BECAUSE YOU HAVE THESE OTHER
ONES IN GRADE 7.

Wendy says AT THIS POINT IN TIME
WE'RE SAYING WE SHOULD
CONTINUE WITH THE SCHEDULE
OF VACCINATIONS.
AND BUT IN TERMS OF TIME LAG
I THINK WE'LL HAVE MORE
INFORMATION IN THE NEXT
COUPLE YEARS.

Maureen says THIS MERCURYDY LIVETIVE.

Wendy says JUST AT A BIG MEETING
WHERE ALL THE RISKS WERE
REVIEWED AND I KNOW OF
NOTHING THAT IMPLICATES
AMERICAICALLY.

Maureen asks DO WE HAVE ANY IDEA WHY
WE'RE SEEING MORE AUTISM IN
CHILDREN TODAY?

Wendy sighs and replies THERE'S A DIFFERENCE
BETWEEN INCIDENTS AND
PREVALENCE, WE'RE
RECOGNIZING A LOT MORE AND
PEOPLE SAY OKAY, MAYBE IT'S
JUST THAT WE'RE RECOGNIZING
MORE THAT WEREN'T DIAGNOSED
BEFORE.
THERE ISN'T GOOD DATA THAT
CHILDREN WITH A SEVERE AWE
TEST THEIC PICTURE ARE
PRESENTING MORE FREQUENTLY
THAN SAY IN THE 80s WHEN THE
LAST BIG STUDY WAS THE DONE.
IT'S NOT CLEAR WHO
PARTICULARLY FOR THIS
REGRESSIONIVE FORM OR FOR A
WILDER FORM OF AUTISM,
WHETHER THERE MIGHT BE
SOMETHING IN TERMS OF TOXINS
OR SOME OTHER ENVIRONMENTAL
EXPOSURE THAT MIGHT BE
INTERACTING WITH THE GENES
THAT WE BELIEVE LEAD TO
AUTISM.
SO THAT IS THE PIECE THAT'S
THE QUESTION.

Maureen says ALL RIGHT, DENNIS IS IN
RICHMOND HILL.
HI.

Dennis says HI, GOOD AFTERNOON.
MY PROBLEM IS I HAVE WIN THE
17-YEAR-OLD BOYS WHO ARE
ASSESSED WHEN THEY WERE
ABOUT TEN YEARS OLD.
THEY STARTED OUT ON RITALIN
AND THAT PROVED TO BE TOO
STRONG FOR THEM AND NOW
THEY'RE ON DEX DRIN.
NOW I HAVE ONE WHO DOESN'T
CONSIDER HIS CONDITION A
PROBLEM.
TAKES HIS MEDICATION.
ESPECIALLY WHEN HE HAS TOUGH
DAYS AHEAD OF HIM AT SCHOOL,
BUT THE OTHER ONE DOESN'T
WANT PEOPLE TO KNOW THAT HE
HAS A PROBLEM.
WE TRIED TO EXPLAIN TO HIM
THAT THIS IS NOT LIKE A HUGE
SCAR ON YOUR FACE HERE THAT
PEOPLE AUTOMATICALLY SPOT
IT.
THAT IT'S INSIDE OF YOU.
AND THAT HE KNOWS THAT IT
HELPS HIM BETTER AT SCHOOL,
WHATEVER, BUT HE JUST PUTS
IT OFF.
HE DOESN'T TAKE HIS
MEDICATION AND GOES TO
SCHOOL AND INATTENTIVE AND
DISRUPTIVE AND, AND GETTING
POOR MARKS WHERE AS THE
OTHER ONE IS DOING VERY
WELL.
HOW CAN I GET THE MESSAGE
ACROSS TO HIM THAT THIS IS
SOMETHING HE HAS TO LIVE
WITH FOR A LONG, LONG TIME.
AND IT'S TO HIS BETTERMENT
TO TAKE HIS MEDICATION AND
STILL NOBODY KNOWS.
ITEM NOT LIKE HE'S GOT A
SIGN.

Wendy says IT'S EXTREMELY DIFFICULT,
PART OF BEING A TEENAGER IS
BEING REBELLIOUS, NOT
WANTING TO ADMIT THAT
THERE'S ANYTHING DIFFERENT
ABOUT YOU FROM ANYBODY ELSE.
ALL TEENAGERS WITH MEDICAL
PROBLEMS GO THROUGH TIMES
WHERE THEY ABSOLUTELY DON'T
WANT TO ACKNOWLEDGE IT.
WE HAVE DIABETIC KIDS GO
INTO COMMA DURING THE
TEENAGE YEARS BECAUSE THEY
JUST WANT TO PROVE TO THE
WORLD THAT THEY ARE JUST THE
SAME AS EVERYBODY ELSE.
AND IT'S INTERESTING,
THERE'S A CERTAIN PERCENTAGE
THAT ARE COMPLIANT.
WHAT WE DO THOUGH
PRACTICALLY IN THIS
SITUATION I THINK IT'S
PARTICULARLY DIFFICULT FOR
MEDICATIONS LIKE RITALIN OR
DEX DRIN THAT TEENAGERS KNOW
AFFECTS BEHAVIOR AND HATE
ANYBODY TO TELL THEM TO TELL
THEM TO TAKE SOMETHING THAT
INVOLVES CONTROLLING THEIR
BEHAVIOR.
BUT WHAT SOMETIMES WE
SUGGEST IS TAKE IT FOR A
MONTH.
LOOK AT THE PRODUCT IN TERMS
OF TEST RESULTS, AND
FAMILY QUALYABLY UM WHEN
THERE ISN'T A LOT OF
FOUNDING GOING ON AND TRY TO
GET SOME KIND OF OBJECTIVE
MEASUREMENTS FOR TAKING IT
FOR A MONTH.
THEN GO FOR A MONTH WITHOUT
AND DO THE SAME KIND OF
COMPARISON AND COMPARING
SOMETIMES WHAT'S ACTUALLY ON
PAPER IN TERMS OF MARKS,
QUALITY OF ASSIGNMENTS.
THOSE THINGS, AND HAVING IT
IN BLACK AND WHITE, SAY NOW
YOU MAKE UP YOUR MIND, WHICH
IS BETTER, SO WHICH IS THE
BETTER DECISION FOR YOU,
THAT I FIND SORT OF GETTING
THE STUDENT ON-LINE TO BE
PART OF THE DECISION.
IT'S ABOUT THE ONLY THING I
FOUND THAT'S HELPFUL AND
SOMETIMES YOU HAVE TO WAIT
FOR JUST MATURITY TO MAKE IT
CLEAR.

Maureen says EVEN THOUGH HE'S AT THAT
AGE WHERE THE DECISIONS HE
MAKES NOW ARE GOING TO
AFFECT WHAT HE'S ABLE TO DO
IN A FEW YEARS AS FAR AS
COLLEGE OR UNIVERSITY.
BUT MAYBE HE HAS TO LEARN
THAT.

Wendy says THAT'S RIGHT,
UNFORTUNATELY I'VE HAD KIDS
THAT HAVE LEFT SCHOOL, GOT
OUT IN THE WORKFORCE AND
COME BACK TWO OR THREE YEARS
LATER AND SAID OKAY I'M
READY TO SETTLE DOWN AND
WORK.

Maureen says WHAT DO STUDIES TELL US
OF PEOPLE DIAGNOSED WITH
ADHD AS KIDS DO THEY END UP
FINE?

Wendy says WELL, THERE HAVEN'T BEEN
A LOT OF REALLY GOOD
LONG-TERM STUDIES BUT
WEISS' STUDY HYPERACTIVE
KIDS GROWING UP, A GREAT
BOOK BUT VERY RELEVANT AND A
GOOD READ FOR PARENTS AND
FOR OLDER TEENAGERS AND
YOUNG ADULTS.
REALLY DOCUMENTS BETTER
OUTCOMES THAN WE HAD
THOUGHT.
AND IN A WAY I THINK IF YOU
CAN KEEP CHILDREN CLEAR OF A
LOT OF THE ANTISOCIAL
BEHAVIOR RISKS THE ACTING
OUT IN THE TEENAGE YEARS
BECAUSE OF PEER PRESSURE, IF
YOU CAN SORT OF KEEP THEM
BUSY AND CLEAR OF THOSE
THINGS AND BUSYNESS IS THE
KEY.
ORGANIZED ACTIVITIES AND
WITH AUTOMATIC PEER GROUP,
THEN THE STUDIES SUGGESTED
THAT IN ADULTHOOD ALTHOUGH
YOU MAY BE MORE LIKELY TO
CHANGE JOBS MORE FREQUENTLY,
THE ACTUAL RATE OF HAVING A
JOB KEEPING A JOB, HAVING A
PARTNER, HAVING A FAMILY.
WAS REALLY QUITE
ENCOURAGING.
THERE'S 30 OR 40 percent OF PEOPLE
THAT ARE GOING TO HAVE MORE
TROUBLE, BUT THE MAJORITY IN
THAT MONTREAL STUDY WAS
REALLY QUITE POSITIVE.

Maureen says GOOD.
OKAY, GOOD LUCK DENNIS.
THANK YOU.
JACKIE IS IN WHITBY.
WELCOME.

Jackie says HI, THANK YOU.
YES, I HAVE A SON WHO IS
GOING TO BE 7 ON FRIDAY AND
HE WAS DIAGNOSED WITH ADHD
WHEN HE WAS 4 YEARS OLD.
HE WAS AT THAT TIME ON
RITALIN, AND I DIDN'T LIKE
THE EFFECTS RITALIN WAS
HAVING ON HIM.
HE SEEMED A BIT INTRO VERTED
SO I SEEKED PROFESSIONAL
HELP FROM A FAMILY DOCTOR,
WHO THEN GAVE ME A NAME OF
ANOTHER DOCTOR WHO
SPECIALIZES WITH ADHD
CHILDREN AND HE'S ON DEXDRIN
NOW, AND I FIND THAT REALLY
DOES HELP HIM.
HE IS ON 25 GRAMS A --
MILLIGRAMS A DAY.
BUT HE HAS ANXIETY, AND HE
WAS ON LUVOX WHICH MADE HIM
BECOME VERY OUTRAGEOUS AND
VERY AGGRESSIVE AND VERBALLY
AS WELL.
SO, WE TOOK HIM OFF THAT,
AND NOW HE'S ON I BELIEVE
IT'S CALLED RISPERDOL AND ON
A LOW DOSAGE AND NOW HIS
DOSAGE HAS BEEN INCREASED TO
HALF A PILL.
MY QUESTION IS WHAT IS --
WHAT DOES RISPODOL DO FOR A
AN SKYDY AND WHAT DOES THE
DEXDRIN ACTUALLY DO.

Wendy says A LOT OF DIFFERENT POINTS
THERE.
FIRST THING FOR CHILDREN AT
FOUR, CHILDREN UNDER FIVE
ALTHOUGH THERE'S A BIG STUDY
JUST LAUNCHED BY THE
NATIONAL INSTITUTE OF MENTAL
HEALTH TO LOOK AT THE
EFFECTS OF STIMULANTS, UNDER
FIVE.
ARE OUR EXPERIENCE IS THAT
CHILDREN IN THE UNDER FIVE
CATEGORY CAN HAVE NEGATIVE
RESPONSES TO STIMULANTS AND
THE INTRO VERSION YOU
DESCRIBED OR THE HIGH AN SKY
CITY A FREQUENT SIDE EFFECT
OF USING ANY.

Maureen says THIS KID IS GOING TO BE
SEVEN ON FRIDAY.

Wendy says SO, THE FACT THAT THERE
WAS A NEGATIVE RESPONSE TO
RITALIN AT 4 DOESN'T MEAN IT
WOULD NECESSARILY BE A
NEGATIVE RESPONSE NOTICE AND
WE OFTEN TRY IT AGAIN LATER.
THAT'S THE FIRST THING.
DEX DRIN WE FIND WE HAVE TO
BE CAREFUL ABOUT DOSES
BECAUSE ONCE YOU GET PAST A
CERTAIN DOSE AND THE 15 GIL
MILLIGRAM IS ONE OF THE
HIGHEST DOSES THAT WE TEND
TO GO TO.
ALSO 10 MILLIGRAM, THAT
L.A.S THE WHOLE DAY.
AND 15 MILLIGRAM FOR MANY
7-YEAR-OLDS WILL CAUSE A LOT
OF ANXIETY SO YOU HAVE TO BE
CAREFUL THAT THE DEXDRIN
DOSE IS NOT TOO HIGH.
BECAUSE TOO MUCH DEXDRILL
WILL MAKE A CHILD VERY TENSE
AND TWITCHY, THE TAX I WILL
WHICH IS AN ANTIDEPRESSENT.
IF ITEM USED IN TOO HIGH
DOSE ALSO MAKE YOU LOOK AS
IF YOU'RE WILDLY ADHD.
EVEN THOUGH IT MAY HELP THE
ANXIETY A BIT.
SO, YOU SOUND AS IF YOU'VE
GONE IN A BIT OF A CIRCLE
AROUND THOSE THREE
MEDICATIONS, AND IN REACTION
TO ALL THOSE THINGS BEING
PUT ON A NEW ROWLEPTIC.
A MAJOR TRANQUILIZER.
SO ALTHOUGH IT CAN BE VERY
HELPFUL AND VERY EFFECTIVE
FOR SOME CHILDREN WHO HAVE
EXTREMELY EXPLOSIVE AND
DIFFICULT BEHAVIOR, AGAIN,
IT IS THE ONE WITH THE MOST
LONG-TERM SIDE EFFECTS SO
YOU NEED TO BE VERY, VERY
CAREFUL HOW IT'S BEING USED.
BLOOD TESTS LIVER FUNCTION
TESTS NEED TO BE MONITORED
ON A REGULAR BASIS.
IT AFFECTS THE NUMBER OF
DIFFERENT CHEMICALS IN THE
BRAIN.
IT AFFECTS SEROTONIN THE
KIND OF MOOD STABILIZER OR
ANTIANXIETY MEDICATION WHICH
THE PAXIL WAS TARGETING.
AFFECTS THE DOPAMINE
INVOLVED IN THE TENSION
WHICH STILL LANDS TARGET AND
THEN AFFECTS THE SYSTEM AS
WELL WHICH HAS TO DO WITH
THE ANXIETY, SO THE REASON
IT CAN BE EFFECTIVE BECAUSE
IT GETS ALL THREE SYSTEMS ON
ON THE OTHER HAND, THERE ARE
MORE SIDE EFFECTS FROM IT.
SO THAT NEEDS TO BE REALLY
REVIEWED CAREFULLY WITH
SOMEONE WHOSE EXPERIENCED IN
ALL OF THOSE AND EVERY SO
OFTEN IF THERE'S A
COMBINATION OF MEDICATIONS
BEING USED SOMETIMES NEED TO
LOOK AT THE WHOLE PICTURE
AND MAYBE SORT OF EASE BACK
A LITTLE BIT AND TAKE A
FRESH LOOK, SOMETIMES A
CONSULTATION FROM SOMEBODY
ELSE JUST TO LOOK AT THE
WHOLE PICTURE, MAYBE
INDICATED IN ORDER TO MAKE
SURE THAT YOU'VE JUST NOT
GOT IN A PATTERN OF KEEPING
A LOT OF DIFFERENT THINGS
GOING AT ONCE.

Maureen says AND SHOULDN'T
DISMISS RITALIN JUST BECAUSE
THEY DIDN'T LIKE IT WHEN HE
WAS 4.
OKAY, GOOD LUCK.
THANK YOU, JACKIE.
CHRIS IS IN TORONTO.
HELLO.

Chris says HI THERE.
I'M SO GLAD YOU HAVE A SHOW
ON LIKE THIS.
ACTUALLY I'M AN ADULT WITH
ADHD, AND I WAS ONLY
DIAGNOSED A FEW YEARS AGO.
AND I JUST WANTED TO MAKE A
COMMENT.
ACTUALLY A FEW THINGS.
ONE IS RITALIN HAS HELPED ME
A LOT.
AND BEFORE I WASN'T ABLE TO
GET ALONG WITH WITH OTHER
PEOPLE, I WASN'T ABLE TO
CONCENTRATE, THAT SORT OF
THING.
AND I ALSO THINK THERE NEEDS
TO BE MORE EDUCATION ABOUT
THERE ABOUT ADULTS WITH
ADHD.
I DON'T THINK THERE'S ENOUGH
SAID ABOUT IT.
AND ALSO TO THE MEDICAL
PROFESSION.
THERE'S A LOT OF IGNORANCE
IN THE HOSPITALS.
WITH PEOPLE WHO HAVE ADHD.
I GUESS THEY THINK IT'S JUST
A BEHAVIORAL THING.
I DON'T KNOW.

Maureen says OR A PSYCHIATRIC
THING.
THIS IS SOMETHING ELSE WE
TALKED ABOUT ON YOUR HEALTH.
IT MUST BE FRUSTRATING
STILL.
WE CAN'T FIND A
PHYSIOLOGICAL REASON FOR
ADHD.
SO PEOPLE WITHIN YOUR OWN
PROFESSION, THERE MUST BE
SKEPTICISM.

Wendy says THERE'S ALWAYS SKEPTICISM
ABOUT ANY DIAGNOSIS THAT
COMES ON THE BASIS OF JUST
LOOKING AT BEHAVIOR.
UNTIL WE HAVE A BIOLOGICAL
MARKER.
A HARD FAST TEST THAT WE CAN
DO TO MAKE THE DIAGNOSIS AND
THERE WILL BE SKEPTICISM.
AND THE ARGUMENT, WELL IF
YOU JUST CONCENTRATED A BIT
HARDER OR LOOK AT YOU IN
THAT YOU WERE ABLE TO DO IT.
IT MAY HAVE BEEN FOR 20
MINUTES BUT FOR A SHORT
PERIOD OF TIME, YOU MADE IT
SO YOU SHOULD BE ABLE TO DO
IT ALL THE TIME AND I THINK
ONE OF THE THINGS THAT
PEOPLE DON'T UNDERSTAND
BECAUSE THERE'S NO TEST AND
BECAUSE EVEN IN AN
ASSESSMENT SITUATION YOU SIT
FOR TWO OR THREE HOURS AND
ABLE TO DO THINGS JUST FINE
THEY DON'T UNDERSTAND THAT
KEEPING UP THAT LEVEL OF
WORK, THROUGH A WHOLE
WORKDAY OR A WHOLE SCHOOL
DAY MAY LEAD TO FATIGUE THAT
PEOPLE CAN'T KEEP IT UP AND
THAT, I MEAN IF YOU EVEN
COMPARE STILL LAPS TO COFFEE
OR TEA WHICH MANY OF US
DEPEND ON TO GET THROUGH THE
DAY YOU HAVE TO THINK ABOUT
HOW MUCH MORE YOU'RE ABLE TO
CONCENTRATE WHEN YOU'VE JUST
HAD A CUP OF COFFEE AND GETS
YOU THROUGH WHAT OTHERWISE
MAY BE IMPOSSIBLE TO GET
YOURSELF GOING AT.

Maureen says WHAT WOULD YOU LIKE
SOCIETY TO KNOW ABOUT ADULTS
LIKE CHRIS WHO HAVE ADHD.
HOW CAN WE EDUCATE THEM BETTER?

Wendy says ALL OF US HAVE
DIFFERENT PATTERNS OF PAYING
ATTENTION AND THE WORK
ENVIRONMENT.
THE AMOUNT OF WORK THAT
NEEDS TO BE DONE IN
PARTICULAR TIME SEQUENCES,
BEING ABLE TO REARRANGE
THINGS TO GET THE BEST TIME
OF THE DAY, FOR ALL STAFF, I
THINK IT'S GOOD TO LOOK AT
WHAT'S THE RIGHT MATCH
BETWEEN THE WORK LOAD AND
THE INDIVIDUAL AND THEN TO
RECOGNIZE THERE ARE SOME
PEOPLE WHO HAVE REALLY MAJOR
PROBLEMS AND IT IS A
DISORDER LEVEL AND THEN TO
WORK OUT WITH THEM
STRATEGIES BECAUSE SOMETIMES
VERY HIGH ENERGY PEOPLE BUT
WORKOUT STRATEGIES TO MAKE
THEM VERY CLEAR AND
STRUCTURED, THERE IS THE
WORK THAT HAS TO BE DONE,
THESE ARE THE TIME FRAMES.
THESE ARE THE EXPECTATIONS.

Maureen says I'M GLAD YOU CALLED CHRIS,
THANK YOU VERY MUCH.
WE'LL GO TO KATHLEEN IN
TORONTO NEXT HIGH.

Kathleen says GOOD AFTERNOON.
I'VE BEEN VERY MUCH LOOKING
FORWARD TO THIS SHOW BECAUSE
I'VE HAD A LOT OF EXPERIENCE
READING EVERY SINGLE THING I
CAN ABOUT DISORDERS, AND I
KNOW THAT PDD IS THE BIG
UMBRELLA OVER ALL OF IT.
AND I HAVE A DAUGHTER THAT'S
NOW 7, WHO WAS DIAGNOSED ON
HER THIRD BIRTHDAY THAT SHE
HAD AUTISTIC DISORDER AND AT
THE TIME, I KNEW NOTHING I
WAS DEVASTATED, I READ
EVERYTHING I COULD, I EVEN
COPIED MANUALS.
I WENT ALL OUT AND I NEVER
EVER DIDN'T WANT TO FOLLOW
MY HEART.
I DID NOT WANT TO MAKE MY
DAUGHTER WEIRD OR DIFFERENT
BY DOING ANY OF THESE
EXTREME THERAPIES AND YOU
KNOW SOMETHING, ALL I DID
WAS EXPECT HER TO BE LIKE
HER SISTERS, EXPECT HER TO
BE AS WE WOULD CALL NORMAL,
NOT LABELED AND DO YOU KNOW
I HAVE SO MANY PEOPLE
SUPPORTING ME NOW, THAT THEY
THINK THIS WAS AN INCORRECT
DIAGNOSIS AND I THINK BEING
THE FACT THAT WE ARE ALL
DIFFERENT OUR IS ALL
DIFFERENT, I THINK IT'S VERY
WRONG TO I GUESS DEVASTATE
FAMILIES BY JUST DISHING OUT
THESE DIAGNOSIS ALL THE
TIME.
I MEET SO MANY PEOPLE THAT
YOU KNOW, THIS PERSON IS
DIAGNOSED, THIS PERSON IS
DIAGNOSED.
WHAT DO YOU THINK OF THIS,
DO YOU THINK IT CAN BE
INCORRECT?

Maureen says OKAY, YEAH.
WRONG DIAGNOSIS?
LET ME ASK YOU DO YOU
THINK YOUR DAUGHTER IS
AUTISTIC?

Kathleen says NO, WHAT I THINK IS I
THINK PEOPLE ARE JUST
PEOPLE.
WE'RE ALL DIFFERENT AND WE
ALL SOME PEOPLE LEARN
BY BEING SHOWN, SOME PEOPLE
LEARN BY SEEING OR READING,
YOU KNOW WHAT I MEAN.

Maureen says OKAY.

Kathleen continues WE ALL
HAVE DIFFERENT ABILITIES AND
I THINK TO SAY OKAY, LET'S
TEST YOU, LET'S SEE WHAT'S
NOT WORKING.

Maureen says ALL RIGHT,
DOCTOR ROBERTS WHAT DO YOU
THINK?

Wendy says I THINK THERE'S A NUMBER
OF DIFFERENT PIECE THERE.
THE FIRST IS THE AUTISM
SPECTRUM.
THAT'S WHY WE USE THE TERM
NOW IS IN FACT A SPECTRUM
THAT GOES FROM QUHIRN HAVE
TYPICAL SOCIAL AND
COMMUNICATION ABILITIES ON
THE ONE END, AND THAT'S A
NONDISORDERED END RIGHT UP
TO THE MOST SEVERE AUTISTIC
DISORDER ON THE OTHER END.
WE ABSOLUTELY DON'T
KNOW WHERE THE LINE COMES
DOWN IN TERMS OF THIS ISN'T
A DISORDER AND THIS IS.
ALTHOUGH WE WOULD USE A
TYPICAL EXPLANATION THAT A
DISORDER MEANS YOU'RE REALLY
HAVING MAJOR PROBLEMS COPING
IN SOME ASPECT OF YOUR LIFE
OR FAILING IN SOME WAY, TO
BE ABLE TO COPE.
THAT'S THE FIRST PIECE.
IT'S A SPECTRUM AND NO FINE
LINE AND NO BIOLOGICAL TEST
THAT WE CAN DO, TO SAY IT'S
ONE OR THE OTHER YET.
SO THAT ALWAYS MAKES IT HARD
SO IT WILL ALWAYS BE A
MATTER OF OPINION.
SECOND THING IS GIRLS TEND
TO BE MUCH MORE SOCIAL AND
THERE'S A LOT OF RESILIENCE
IN GIRLS THAT WE DON'T SEE
IN BOYS, IN GIRLS WHO ARE
REALLY HIGH FUNCTIONING AND
ON THE HIGH FUNCTIONING END
OF THAT SORT OF SPECTRUM OF
SOCIAL DIFFICULTY.
AND SO MANY GIRLS WILL IN
FACT NOT NEED CRITERIA BUT
MAY HAVE SOCIAL DIFFICULTIES
AT CERTAIN STAGE, WHAT WE
NOW KNOW IS THAT SOME
CHILDREN WILL GO THROUGH A
PERIOD PARTICULARLY IF THEIR
LANGUAGE IS LATE, OF LOOKING
AUTISTIC THAT, MEANS LOOKING
AS IF THERE ISN'T A REAL
INTEREST IN INTERACTING WITH
OTHER PEOPLE, LOOKING AS IF
THEY'RE MORE INTERESTED IN
OBJECTS OR LETTERS OR
NUMBERS THAN THEY ARE IN
TOYS OR PRETEND PLAY AND
IMAGINETIVE PLAY AND THEY
MAY GO THROUGH STAGE.
MAY LAST A YEAR OR TWO OR
THREE AND AT THAT POINT
SOMEBODY MAY SAY OKAY,
THISKIND CHILD IS AT RISK.
THERE ARE AUTISTIC FEATURES
HERE.
THEY IMMEDIATE MORE
INTERAUCTION.
DOESN'T HAVE TO BE LABELED,
ALTHOUGH THAT'S HOW YOU GET
RESOURCES, BUT THEY NEED A
LOT MORE INTERACTION WITH
OTHER PEOPLE ORDER TO PICK
UP THOSE SKILLS, AND FOR A
CERTAIN NUMBER OF THOSE
CHILDREN IF YOU GET THE
INTERVENTION, THEY WILL MOVE
INTO THE TYPICAL AREA AND NO
LONGER LOOK AUTISTIC.
SO, IT MAY WELL BE THAT YOUR
DAUGHTER WENT THROUGH A
PERIOD WHERE THERE WERE SOME
SIGNIFICANT SOCIAL
DIFFICULTY, AND WITH GOOD
INTERAUCTION AND HIGH
EXPECTATIONS ON YOUR PART
AND A GOOD ENVIRONMENTAL
ROLE MODELING THAT SHE HAS
MOVED OFF INTO THE JUST INTO
THE TYPICAL PHASE AND THAT'S
WONDERFUL AN THAT'S A GOOD
NEWS STORY AND THAT'S WHAT
WE'D LOVE TO SEE FROM MORE
KIDS BUT THERE ARE MANY KIDS
WHO AREN'T THAT FORTUNATE
AND ALL THE EXPECTATIONS
AREN'T GOING TO MOVE THEM
INTO THAT CATEGORY.

Maureen says I SUPPOSE YOU
ONLY HAVE TO WITNESS A CHILD
WHO IS SEVERELY WHAT WE CALL
SEVERELY AUTISTIC AND THEY
ARE IN THEIR OWN WORLD AND
NO ONE CAN REACH THEM THEN
YOU WOULD SAY, IF I JUST
EXPECTED HER TO ACT LIKE HER
SISTER SHE WOULD BE FINE.

Wendy says AND OUR GOAL WITH HAVING
THE EARLY INTENSIVE
INTERVENTION FOR THE LITTLE
ONES NOW IS TO MOVE AS MANY
CHILDREN IN THE TYPICAL
FUNCTIONING DIRECTION AS
POSSIBLE.
AND I LOVE TO GET RID OF
LABELS.
NOTHING MAKES ME HAPPIER
THAN TO GET RID OF A LABEL.
BUT IF A LABEL IS GOING TO
ACCESS RESOURCES AND I FEEL
THAT'S WHAT THE PROBLEM IS,
THEN THAT'S WHY I PUT THE
LABEL ON.

Maureen says DO THESE OTHER BEHAVIORAL
DISORDERS LIKE AUTISM AND
OCD AND WHATEVER DO, THEY
HAVE A RITALIN TO THEM?
I MEAN.

Wendy says THERE IS NO MEDICATION.
NOTHING TO AUTISM AS RITALIN
IS TO ADHD.
I WISH THERE WERE.
THERE ISN'T ANYTHING AS
GOOD.
THERE IS MEDICATIONS LIKE
THE SEROTONIN MEDICATION
THAT CAN SOMETIMES HE WILL
THE OBSESSIVE BEHAVIOR.
THE AGGRESSION.
CAN CAN BE HELPFUL, BUT IT'S
ONLY MODIFYING SYMPTOMS.
THERE'S NOTHING THAT GIVES
THE MAJOR IMPACT THAT
RITALIN DOES TO ADHD.

Maureen says WHAT DO -- SO MUCH OF
YOUR WORK MUST BE
FRUSTRATING AND SAD, BUT
THERE MUST BE THINGS YOU
ENJOY AS WELL.
WHAT DO YOU ENJOY ABOUT YOUR
WORK.

Wendy says THE THERE IS HUGE REWARD
FROM SEEING CHILDREN MAKE
PROGRESS.
THERE'S NOTHING LIKE THE
KIND OF REPORT CARD ONCE A
YEAR SEEING CHILDREN DOING
WELL COMING BACK AND
THINKING, WOW, THIS IS
BEYOND MY WILDEST
EXPECTATIONS IN TERMS OF
SUCCESS.
THAT'S REALLY SPECIAL.
OR, THE REACTION WHEN A
PARENT WILL COME IN AND SAY,
MY LITTLE ONE LOOKED AT ME
FOR THE FIRST TIME THIS WEEK
AND SAID I LOVE YOU MOMMY.
THAT IS JUST AMAZING AND SO
TO SEE THE ZWRI IS THAT
COMES FROM THINGS THAT WE
TAKE FOR GRANTED IN SO MANY
PARENT-CHILD SITUATIONS TO,
SEE THAT JUST ACHIEVE SUCH
SIGNIFICANT FOR A CHILD WHO
HASN'T MADE LIT THE
AUTOMATICALLY, THAT'S WHERE
THERE IS GREAT REWARD.

Maureen says IT'S IMPORTANT
WORK.
THANK YOU VERY MUCH FOR
DOING THIS FOR US THIS
AFTERNOON.

Wendy says THANK YOU.

Maureen continues DOCTOR WENDY
ROBERTS IS A DEVELOPMENTAL
PEDIATRICIAN AND DIRECTOR OF
THE CHILD DEVELOPMENT CENTRE
AT THE HOSPITAL FOR SICK
CHILDREN.
FOR MORE INFORMATION AND
SUPPORT YOU CAN CONTACT THE
ATTENTION DEFICIT DISORDER
FOUNDATION OF ONTARIO, AT
AREA CODE 416-83-6858 OR
THEIR WEB SITE ADDRESS AT
ADDO FOUNDATION, ALL ONE
WORD, DOT ORG.
ALSO FIND OTHER RESOURCES ON
OUR WEB SITE,

A slate pops up that reads “More to Life www.tvo.org/moretolife.”

Maureen continues THANK YOU FOR
WATCHING.
AND I HOPE YOU'LL
JOIN US
MONDAY THROUGH
FRIDAY AT 1:00.

A closing slate reads “The advice given in the preceding program is of a general nature only. Viewers should consult their own medical professional for medical advice specific to their circumstances.”

Watch: ADHD And Autism