Trenna Sutcliffe, M.D.

So I will sometimes have high school students who tell me that they feel less social and funny when they're taking their ADHD medicine. So they're a little less impulsive and spontaneous. And so we talk about that. And I listen because it doesn't have to be black and white, all or nothing. Our goal isn't to make someone 100% focused 100% of the time. It's like, okay, so we want to improve focus.

So I will sometimes have high school students who tell me that they feel less social and funny when they're taking their ADHD medicine. So they're a little less impulsive and spontaneous. And so we talk about that. And I listen because it doesn't have to be black and white, all or nothing. Our goal isn't to make someone 100% focused 100% of the time. It's like, okay, so we want to improve focus.

None of us are focused completely all the time. So when I have people come to me with side effects, I'm like, okay, well, probably the dose is wrong. Or maybe we should change to a different medication. This one particular medication may not be the right match for you. So we should need to change it and find one with less side effects.

None of us are focused completely all the time. So when I have people come to me with side effects, I'm like, okay, well, probably the dose is wrong. Or maybe we should change to a different medication. This one particular medication may not be the right match for you. So we should need to change it and find one with less side effects.

So I think that the key thing is having a relationship between the doctor and the patient, lots of communication, and the idea that if the patient is experiencing side effects, that they tell somebody so that you can adjust. You change the dose, you change the timing, you change the brand. It's just weighing pros and cons.

So I think that the key thing is having a relationship between the doctor and the patient, lots of communication, and the idea that if the patient is experiencing side effects, that they tell somebody so that you can adjust. You change the dose, you change the timing, you change the brand. It's just weighing pros and cons.

It is. So there is a difference, class three versus class one, for sure. It's harder to see. It's harder to see in class three. Class one, a lot of superpowers. Memory could be one of them. Attention to detail, really good with remembering rules and following routines or a set order of operations. There's a lot of strengths with the kids in class one.

It is. So there is a difference, class three versus class one, for sure. It's harder to see. It's harder to see in class three. Class one, a lot of superpowers. Memory could be one of them. Attention to detail, really good with remembering rules and following routines or a set order of operations. There's a lot of strengths with the kids in class one.

Yes, it is.

Yes, it is.

Yeah, definitely. With that profile, like I said, I called it a learning profile, a thinking profile. And so things where you need a little bit more inferring, there's abstract inferring or the social piece, it may not be their strength, but where you need to dive deep into some details, persevere, stick with something, hyper-focus on that. you do really well.

Yeah, definitely. With that profile, like I said, I called it a learning profile, a thinking profile. And so things where you need a little bit more inferring, there's abstract inferring or the social piece, it may not be their strength, but where you need to dive deep into some details, persevere, stick with something, hyper-focus on that. you do really well.

And so a lot of people, once they find their passion as a young adult, if they find a career where they can actually dive in, they can dive deep and do really, really well.

And so a lot of people, once they find their passion as a young adult, if they find a career where they can actually dive in, they can dive deep and do really, really well.

I think that there's a lot of overlap. I think people sometimes get stuck on the label and name. And although there's so many positive things, we're talking about the diagnosis you need to get resources. I think I get concerned that people get stuck on a name and don't actually see the person beneath that name. I think that's my key thing.

I think that there's a lot of overlap. I think people sometimes get stuck on the label and name. And although there's so many positive things, we're talking about the diagnosis you need to get resources. I think I get concerned that people get stuck on a name and don't actually see the person beneath that name. I think that's my key thing.

I've had so many experiences where families are like, but they told me it's autism. It has to be autism. If you think otherwise, what's wrong with the system? And this is hard because in this field, there's a lot of gray. And so I think that's what it's about. There's gray. It's a moving target. We've changed the names and the definitions multiple times in the last couple of decades.

I've had so many experiences where families are like, but they told me it's autism. It has to be autism. If you think otherwise, what's wrong with the system? And this is hard because in this field, there's a lot of gray. And so I think that's what it's about. There's gray. It's a moving target. We've changed the names and the definitions multiple times in the last couple of decades.

They probably are going to change again. So it's for us to be flexible with our thinking that the definitions may change again. But there are these learning styles. And so if you've met one person with one of these names, you've met one person.

They probably are going to change again. So it's for us to be flexible with our thinking that the definitions may change again. But there are these learning styles. And so if you've met one person with one of these names, you've met one person.