Trenna Sutcliffe, M.D.

Those are great questions because it is definitely a spectrum. There's a bell curve. We're all on a bell curve. For all of these diagnoses, there's a bell curve. And so it's when does it become leaving the average range, the typical profile, and over into what we call a disorder.

Those are great questions because it is definitely a spectrum. There's a bell curve. We're all on a bell curve. For all of these diagnoses, there's a bell curve. And so it's when does it become leaving the average range, the typical profile, and over into what we call a disorder.

And actually, I don't like to use the word disorder for these conditions either because I think they're just learning differences and thinking differences as well. But when does it become a disorder? So questions around impairment. So for me, one of the number one things I talk about with families is self-esteem. How is it impacting that child's self-concept, how they see themselves?

And actually, I don't like to use the word disorder for these conditions either because I think they're just learning differences and thinking differences as well. But when does it become a disorder? So questions around impairment. So for me, one of the number one things I talk about with families is self-esteem. How is it impacting that child's self-concept, how they see themselves?

How is it impacting their relationships with peers? That's another key one. So does it impact social interactions? Does it impact how they connect with peers? Does it impact the feedback they're getting from peers? How does it impact their ability to learn and access learning opportunities at school or on the playground?

How is it impacting their relationships with peers? That's another key one. So does it impact social interactions? Does it impact how they connect with peers? Does it impact the feedback they're getting from peers? How does it impact their ability to learn and access learning opportunities at school or on the playground?

So are these traits impacting their ability to fully engage in learning, be successful, show their potential? The self-esteem thing is very important to me, though. So for a child who has a biologic condition, these are all biologic. There's neurochemicals, there's genetics involved. These are biologic conditions.

So are these traits impacting their ability to fully engage in learning, be successful, show their potential? The self-esteem thing is very important to me, though. So for a child who has a biologic condition, these are all biologic. There's neurochemicals, there's genetics involved. These are biologic conditions.

And for a child to have a biologic condition and be in class and then feel bad because they are worried they're not doing well enough...

And for a child to have a biologic condition and be in class and then feel bad because they are worried they're not doing well enough...

And they're getting a lot of negative feedback from teachers and peers, not because those people are trying to be mean or negative, but they have to constantly remind that child because that child is forgetting things, losing things, forgot to put their name on the piece of paper, completely off task. Losing, yeah. So it's losing, forgetting, it's not completing tasks.

And they're getting a lot of negative feedback from teachers and peers, not because those people are trying to be mean or negative, but they have to constantly remind that child because that child is forgetting things, losing things, forgot to put their name on the piece of paper, completely off task. Losing, yeah. So it's losing, forgetting, it's not completing tasks.

It's not sustaining attention in a conversation. It's actually avoiding tasks that require a lot of sustained attention. So there's a lot of these traits where it's impacting this child's ability to be successful day to day at school.

It's not sustaining attention in a conversation. It's actually avoiding tasks that require a lot of sustained attention. So there's a lot of these traits where it's impacting this child's ability to be successful day to day at school.

Yeah, you speak to the child and you do talk to others, both of those things. When you talk to the child, there's multiple different ways of doing it. Not always easy to get the answer. With younger children, we sometimes use approaches where we actually are talking about a third person. So there's a number of different techniques where you are working with a child.

Yeah, you speak to the child and you do talk to others, both of those things. When you talk to the child, there's multiple different ways of doing it. Not always easy to get the answer. With younger children, we sometimes use approaches where we actually are talking about a third person. So there's a number of different techniques where you are working with a child.

Of course, you're building relationship rapport with a child. There needs to be trust. But there's a number of ways that we assess it where we actually may talk to them about another child so that you have another third person, because it's sometimes easier to talk about a third person than yourself. So talking about situations, about how...

Of course, you're building relationship rapport with a child. There needs to be trust. But there's a number of ways that we assess it where we actually may talk to them about another child so that you have another third person, because it's sometimes easier to talk about a third person than yourself. So talking about situations, about how...

how another child would feel at school or why does another child feel uncomfortable at school or why does a child come home crying some days? And then you hear their stories.

how another child would feel at school or why does another child feel uncomfortable at school or why does a child come home crying some days? And then you hear their stories.