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Local Researchers aim to improve ADHD treatment with NIH study


BACK, BACK, LADIES. BACK, LADIES.
SORRY BACK, LADIES.
SORRY ABOUT BACK, LADIES.
SORRY ABOUT THAT. SORRY ABOUT THAT. SORRY ABOUT THAT.
>>SORRY ABOUT THAT.
>>MATT, SORRY ABOUT THAT.
>>MATT, THANK SORRY ABOUT THAT.
>>MATT, THANK YOU.>>MATT, THANK YOU.>>MATT, THANK YOU.
>>>>>MATT, THANK YOU.
>>>THERE>>MATT, THANK YOU.
>>>THERE IS>>MATT, THANK YOU.
>>>THERE IS SOME>>MATT, THANK YOU.
>>>THERE IS SOME EXCITING>>MATT, THANK YOU.
>>>THERE IS SOME EXCITING NEWS>>>THERE IS SOME EXCITING NEWS>>>THERE IS SOME EXCITING NEWS
FOR>>>THERE IS SOME EXCITING NEWS
FOR LOCAL>>>THERE IS SOME EXCITING NEWS
FOR LOCAL RESEARCHERS>>>THERE IS SOME EXCITING NEWS
FOR LOCAL RESEARCHERS WHO>>>THERE IS SOME EXCITING NEWS
FOR LOCAL RESEARCHERS WHO JUST FOR LOCAL RESEARCHERS WHO JUST FOR LOCAL RESEARCHERS WHO JUST
RECEIVED FOR LOCAL RESEARCHERS WHO JUST
RECEIVED A FOR LOCAL RESEARCHERS WHO JUST
RECEIVED A MAJOR FOR LOCAL RESEARCHERS WHO JUST
RECEIVED A MAJOR GRANT FOR LOCAL RESEARCHERS WHO JUST
RECEIVED A MAJOR GRANT AIMED FOR LOCAL RESEARCHERS WHO JUST
RECEIVED A MAJOR GRANT AIMED AT RECEIVED A MAJOR GRANT AIMED AT RECEIVED A MAJOR GRANT AIMED AT
UNDERSTANDING RECEIVED A MAJOR GRANT AIMED AT
UNDERSTANDING ADHD RECEIVED A MAJOR GRANT AIMED AT
UNDERSTANDING ADHD IN RECEIVED A MAJOR GRANT AIMED AT
UNDERSTANDING ADHD IN CHILDREN. UNDERSTANDING ADHD IN CHILDREN. UNDERSTANDING ADHD IN CHILDREN.
>>UNDERSTANDING ADHD IN CHILDREN.
>>ZRT UNDERSTANDING ADHD IN CHILDREN.
>>ZRT LAB UNDERSTANDING ADHD IN CHILDREN.
>>ZRT LAB IN UNDERSTANDING ADHD IN CHILDREN.
>>ZRT LAB IN BEAVERTON UNDERSTANDING ADHD IN CHILDREN.
>>ZRT LAB IN BEAVERTON WILL UNDERSTANDING ADHD IN CHILDREN.
>>ZRT LAB IN BEAVERTON WILL DO>>ZRT LAB IN BEAVERTON WILL DO>>ZRT LAB IN BEAVERTON WILL DO
A>>ZRT LAB IN BEAVERTON WILL DO
A SIX>>ZRT LAB IN BEAVERTON WILL DO
A SIX MONTH>>ZRT LAB IN BEAVERTON WILL DO
A SIX MONTH STUDY>>ZRT LAB IN BEAVERTON WILL DO
A SIX MONTH STUDY THAT>>ZRT LAB IN BEAVERTON WILL DO
A SIX MONTH STUDY THAT COULD A SIX MONTH STUDY THAT COULD A SIX MONTH STUDY THAT COULD
RESULT A SIX MONTH STUDY THAT COULD
RESULT IN A SIX MONTH STUDY THAT COULD
RESULT IN MORE A SIX MONTH STUDY THAT COULD
RESULT IN MORE PERSONALIZED RESULT IN MORE PERSONALIZED RESULT IN MORE PERSONALIZED
TREATMENT. TREATMENT. TREATMENT.
FUNDING TREATMENT.
FUNDING COMES TREATMENT.
FUNDING COMES FROM TREATMENT.
FUNDING COMES FROM THE TREATMENT.
FUNDING COMES FROM THE NATIONAL FUNDING COMES FROM THE NATIONAL FUNDING COMES FROM THE NATIONAL
INSTITUTES FUNDING COMES FROM THE NATIONAL
INSTITUTES OF FUNDING COMES FROM THE NATIONAL
INSTITUTES OF HEALTH. INSTITUTES OF HEALTH. INSTITUTES OF HEALTH.
>>INSTITUTES OF HEALTH.
>>KATE INSTITUTES OF HEALTH.
>>KATE BLAZEK INSTITUTES OF HEALTH.
>>KATE BLAZEK IS INSTITUTES OF HEALTH.
>>KATE BLAZEK IS HERE INSTITUTES OF HEALTH.
>>KATE BLAZEK IS HERE WITH INSTITUTES OF HEALTH.
>>KATE BLAZEK IS HERE WITH DR.>>KATE BLAZEK IS HERE WITH DR.>>KATE BLAZEK IS HERE WITH DR.
JENNY>>KATE BLAZEK IS HERE WITH DR.
JENNY JOHNSTONE. JENNY JOHNSTONE. JENNY JOHNSTONE.
YOU’RE JENNY JOHNSTONE.
YOU’RE WORKING JENNY JOHNSTONE.
YOU’RE WORKING ON JENNY JOHNSTONE.
YOU’RE WORKING ON A JENNY JOHNSTONE.
YOU’RE WORKING ON A BLOOD JENNY JOHNSTONE.
YOU’RE WORKING ON A BLOOD TEST YOU’RE WORKING ON A BLOOD TEST YOU’RE WORKING ON A BLOOD TEST
AND YOU’RE WORKING ON A BLOOD TEST
AND WHAT YOU’RE WORKING ON A BLOOD TEST
AND WHAT COULD YOU’RE WORKING ON A BLOOD TEST
AND WHAT COULD THAT YOU’RE WORKING ON A BLOOD TEST
AND WHAT COULD THAT TELL YOU’RE WORKING ON A BLOOD TEST
AND WHAT COULD THAT TELL YOU AND WHAT COULD THAT TELL YOU AND WHAT COULD THAT TELL YOU
ABOUT AND WHAT COULD THAT TELL YOU
ABOUT KIDS AND WHAT COULD THAT TELL YOU
ABOUT KIDS WITH AND WHAT COULD THAT TELL YOU
ABOUT KIDS WITH ADHD? ABOUT KIDS WITH ADHD? ABOUT KIDS WITH ADHD?
>>ABOUT KIDS WITH ADHD?
>>WE’LL ABOUT KIDS WITH ADHD?
>>WE’LL BE ABOUT KIDS WITH ADHD?
>>WE’LL BE LOOKING ABOUT KIDS WITH ADHD?
>>WE’LL BE LOOKING FOR>>WE’LL BE LOOKING FOR>>WE’LL BE LOOKING FOR
NEUROTRANSMITTERS>>WE’LL BE LOOKING FOR
NEUROTRANSMITTERS IN>>WE’LL BE LOOKING FOR
NEUROTRANSMITTERS IN BLOOD NEUROTRANSMITTERS IN BLOOD NEUROTRANSMITTERS IN BLOOD
WHICH NEUROTRANSMITTERS IN BLOOD
WHICH ARE NEUROTRANSMITTERS IN BLOOD
WHICH ARE REGARDED NEUROTRANSMITTERS IN BLOOD
WHICH ARE REGARDED AS NEUROTRANSMITTERS IN BLOOD
WHICH ARE REGARDED AS CHEMICAL WHICH ARE REGARDED AS CHEMICAL WHICH ARE REGARDED AS CHEMICAL
MESSENGERS WHICH ARE REGARDED AS CHEMICAL
MESSENGERS FOUND WHICH ARE REGARDED AS CHEMICAL
MESSENGERS FOUND IN WHICH ARE REGARDED AS CHEMICAL
MESSENGERS FOUND IN THE WHICH ARE REGARDED AS CHEMICAL
MESSENGERS FOUND IN THE BRAIN MESSENGERS FOUND IN THE BRAIN MESSENGERS FOUND IN THE BRAIN
THAT MESSENGERS FOUND IN THE BRAIN
THAT HELP MESSENGERS FOUND IN THE BRAIN
THAT HELP RELAY MESSENGERS FOUND IN THE BRAIN
THAT HELP RELAY INFORMATION THAT HELP RELAY INFORMATION THAT HELP RELAY INFORMATION
FROM THAT HELP RELAY INFORMATION
FROM ONE THAT HELP RELAY INFORMATION
FROM ONE BRAIN THAT HELP RELAY INFORMATION
FROM ONE BRAIN CELL THAT HELP RELAY INFORMATION
FROM ONE BRAIN CELL TO THAT HELP RELAY INFORMATION
FROM ONE BRAIN CELL TO ANOTHER. FROM ONE BRAIN CELL TO ANOTHER. FROM ONE BRAIN CELL TO ANOTHER.
TURNS FROM ONE BRAIN CELL TO ANOTHER.
TURNS OUT FROM ONE BRAIN CELL TO ANOTHER.
TURNS OUT THEY’RE FROM ONE BRAIN CELL TO ANOTHER.
TURNS OUT THEY’RE PRESENT FROM ONE BRAIN CELL TO ANOTHER.
TURNS OUT THEY’RE PRESENT IN TURNS OUT THEY’RE PRESENT IN TURNS OUT THEY’RE PRESENT IN
OUR TURNS OUT THEY’RE PRESENT IN
OUR BLOOD TURNS OUT THEY’RE PRESENT IN
OUR BLOOD AND TURNS OUT THEY’RE PRESENT IN
OUR BLOOD AND CHANGES TURNS OUT THEY’RE PRESENT IN
OUR BLOOD AND CHANGES IN TURNS OUT THEY’RE PRESENT IN
OUR BLOOD AND CHANGES IN THE OUR BLOOD AND CHANGES IN THE OUR BLOOD AND CHANGES IN THE
LEVELS OUR BLOOD AND CHANGES IN THE
LEVELS OF OUR BLOOD AND CHANGES IN THE
LEVELS OF THESE LEVELS OF THESE LEVELS OF THESE
NEUROTRANSMITTERS LEVELS OF THESE
NEUROTRANSMITTERS HAVE LEVELS OF THESE
NEUROTRANSMITTERS HAVE BEEN NEUROTRANSMITTERS HAVE BEEN NEUROTRANSMITTERS HAVE BEEN
ASSOCIATED NEUROTRANSMITTERS HAVE BEEN
ASSOCIATED WITH NEUROTRANSMITTERS HAVE BEEN
ASSOCIATED WITH ADHD. ASSOCIATED WITH ADHD. ASSOCIATED WITH ADHD.
SO ASSOCIATED WITH ADHD.
SO WE’RE ASSOCIATED WITH ADHD.
SO WE’RE DEVELOPING ASSOCIATED WITH ADHD.
SO WE’RE DEVELOPING A ASSOCIATED WITH ADHD.
SO WE’RE DEVELOPING A BLOOD SO WE’RE DEVELOPING A BLOOD SO WE’RE DEVELOPING A BLOOD
SPOT SO WE’RE DEVELOPING A BLOOD
SPOT TEST SO WE’RE DEVELOPING A BLOOD
SPOT TEST PATIENTS SO WE’RE DEVELOPING A BLOOD
SPOT TEST PATIENTS CAN SO WE’RE DEVELOPING A BLOOD
SPOT TEST PATIENTS CAN DO SO WE’RE DEVELOPING A BLOOD
SPOT TEST PATIENTS CAN DO AT SPOT TEST PATIENTS CAN DO AT SPOT TEST PATIENTS CAN DO AT
HOME SPOT TEST PATIENTS CAN DO AT
HOME FROM SPOT TEST PATIENTS CAN DO AT
HOME FROM THEIR SPOT TEST PATIENTS CAN DO AT
HOME FROM THEIR FINGERTIP SPOT TEST PATIENTS CAN DO AT
HOME FROM THEIR FINGERTIP BLOOD HOME FROM THEIR FINGERTIP BLOOD HOME FROM THEIR FINGERTIP BLOOD
THAT HOME FROM THEIR FINGERTIP BLOOD
THAT WILL HOME FROM THEIR FINGERTIP BLOOD
THAT WILL BE HOME FROM THEIR FINGERTIP BLOOD
THAT WILL BE ABLE HOME FROM THEIR FINGERTIP BLOOD
THAT WILL BE ABLE TO HOME FROM THEIR FINGERTIP BLOOD
THAT WILL BE ABLE TO BE HOME FROM THEIR FINGERTIP BLOOD
THAT WILL BE ABLE TO BE USED HOME FROM THEIR FINGERTIP BLOOD
THAT WILL BE ABLE TO BE USED TO THAT WILL BE ABLE TO BE USED TO THAT WILL BE ABLE TO BE USED TO
HELP THAT WILL BE ABLE TO BE USED TO
HELP DEFINE THAT WILL BE ABLE TO BE USED TO
HELP DEFINE AND THAT WILL BE ABLE TO BE USED TO
HELP DEFINE AND DIAGNOSE THAT WILL BE ABLE TO BE USED TO
HELP DEFINE AND DIAGNOSE ADHD HELP DEFINE AND DIAGNOSE ADHD HELP DEFINE AND DIAGNOSE ADHD
BETTER HELP DEFINE AND DIAGNOSE ADHD
BETTER AND HELP DEFINE AND DIAGNOSE ADHD
BETTER AND HELP HELP DEFINE AND DIAGNOSE ADHD
BETTER AND HELP NAVIGATE BETTER AND HELP NAVIGATE BETTER AND HELP NAVIGATE
TREATMENT. TREATMENT. TREATMENT.
>>TREATMENT.
>>ON TREATMENT.
>>ON TREATMENT TREATMENT.
>>ON TREATMENT LIKE TREATMENT.
>>ON TREATMENT LIKE HOW TREATMENT.
>>ON TREATMENT LIKE HOW WOULD>>ON TREATMENT LIKE HOW WOULD>>ON TREATMENT LIKE HOW WOULD
IT>>ON TREATMENT LIKE HOW WOULD
IT CHANGE? IT CHANGE? IT CHANGE?
I’M IT CHANGE?
I’M ASSUMING IT CHANGE?
I’M ASSUMING THAT IT CHANGE?
I’M ASSUMING THAT CAN IT CHANGE?
I’M ASSUMING THAT CAN REALLY I’M ASSUMING THAT CAN REALLY I’M ASSUMING THAT CAN REALLY
HELP I’M ASSUMING THAT CAN REALLY
HELP YOU I’M ASSUMING THAT CAN REALLY
HELP YOU PINPOINT I’M ASSUMING THAT CAN REALLY
HELP YOU PINPOINT WHAT HELP YOU PINPOINT WHAT HELP YOU PINPOINT WHAT
TREATMENT HELP YOU PINPOINT WHAT
TREATMENT IS HELP YOU PINPOINT WHAT
TREATMENT IS BEST. TREATMENT IS BEST. TREATMENT IS BEST.
>>TREATMENT IS BEST.
>>EXACTLY.>>EXACTLY.>>EXACTLY.
WE’RE>>EXACTLY.
WE’RE LOOKING>>EXACTLY.
WE’RE LOOKING FOR>>EXACTLY.
WE’RE LOOKING FOR A>>EXACTLY.
WE’RE LOOKING FOR A BIOMARKER WE’RE LOOKING FOR A BIOMARKER WE’RE LOOKING FOR A BIOMARKER
FINGERPRINT, WE’RE LOOKING FOR A BIOMARKER
FINGERPRINT, SOMETHING WE’RE LOOKING FOR A BIOMARKER
FINGERPRINT, SOMETHING SPECIFIC FINGERPRINT, SOMETHING SPECIFIC FINGERPRINT, SOMETHING SPECIFIC
TO FINGERPRINT, SOMETHING SPECIFIC
TO CERTAIN FINGERPRINT, SOMETHING SPECIFIC
TO CERTAIN TYPES FINGERPRINT, SOMETHING SPECIFIC
TO CERTAIN TYPES OF FINGERPRINT, SOMETHING SPECIFIC
TO CERTAIN TYPES OF ADHD. TO CERTAIN TYPES OF ADHD. TO CERTAIN TYPES OF ADHD.
>>TO CERTAIN TYPES OF ADHD.
>>DOCTOR, TO CERTAIN TYPES OF ADHD.
>>DOCTOR, HOW TO CERTAIN TYPES OF ADHD.
>>DOCTOR, HOW IS TO CERTAIN TYPES OF ADHD.
>>DOCTOR, HOW IS THIS>>DOCTOR, HOW IS THIS>>DOCTOR, HOW IS THIS
DIFFERENT>>DOCTOR, HOW IS THIS
DIFFERENT FROM>>DOCTOR, HOW IS THIS
DIFFERENT FROM WHAT>>DOCTOR, HOW IS THIS
DIFFERENT FROM WHAT IS>>DOCTOR, HOW IS THIS
DIFFERENT FROM WHAT IS DONE>>DOCTOR, HOW IS THIS
DIFFERENT FROM WHAT IS DONE NOW DIFFERENT FROM WHAT IS DONE NOW DIFFERENT FROM WHAT IS DONE NOW
WHEN DIFFERENT FROM WHAT IS DONE NOW
WHEN A DIFFERENT FROM WHAT IS DONE NOW
WHEN A CHILD DIFFERENT FROM WHAT IS DONE NOW
WHEN A CHILD IS DIFFERENT FROM WHAT IS DONE NOW
WHEN A CHILD IS DIAGNOSED DIFFERENT FROM WHAT IS DONE NOW
WHEN A CHILD IS DIAGNOSED WITH WHEN A CHILD IS DIAGNOSED WITH WHEN A CHILD IS DIAGNOSED WITH
ADHD? ADHD? ADHD?
>>ADHD?
>>THERE’S ADHD?
>>THERE’S NO ADHD?
>>THERE’S NO BLOOD ADHD?
>>THERE’S NO BLOOD TEST>>THERE’S NO BLOOD TEST>>THERE’S NO BLOOD TEST
INVOLVED>>THERE’S NO BLOOD TEST
INVOLVED AND>>THERE’S NO BLOOD TEST
INVOLVED AND CURRENTLY>>THERE’S NO BLOOD TEST
INVOLVED AND CURRENTLY THE INVOLVED AND CURRENTLY THE INVOLVED AND CURRENTLY THE
DIAGNOSTIC INVOLVED AND CURRENTLY THE
DIAGNOSTIC PROCESS INVOLVED AND CURRENTLY THE
DIAGNOSTIC PROCESS FOR INVOLVED AND CURRENTLY THE
DIAGNOSTIC PROCESS FOR ADHD INVOLVED AND CURRENTLY THE
DIAGNOSTIC PROCESS FOR ADHD IS DIAGNOSTIC PROCESS FOR ADHD IS DIAGNOSTIC PROCESS FOR ADHD IS
CLINICAL DIAGNOSTIC PROCESS FOR ADHD IS
CLINICAL INTERVIEWS DIAGNOSTIC PROCESS FOR ADHD IS
CLINICAL INTERVIEWS WITH DIAGNOSTIC PROCESS FOR ADHD IS
CLINICAL INTERVIEWS WITH THE CLINICAL INTERVIEWS WITH THE CLINICAL INTERVIEWS WITH THE
PARENTS CLINICAL INTERVIEWS WITH THE
PARENTS AND CLINICAL INTERVIEWS WITH THE
PARENTS AND OTHER CLINICAL INTERVIEWS WITH THE
PARENTS AND OTHER PEOPLE PARENTS AND OTHER PEOPLE PARENTS AND OTHER PEOPLE
INVOLVED PARENTS AND OTHER PEOPLE
INVOLVED IN PARENTS AND OTHER PEOPLE
INVOLVED IN THE PARENTS AND OTHER PEOPLE
INVOLVED IN THE CHILD’S PARENTS AND OTHER PEOPLE
INVOLVED IN THE CHILD’S LIFE INVOLVED IN THE CHILD’S LIFE INVOLVED IN THE CHILD’S LIFE
AND INVOLVED IN THE CHILD’S LIFE
AND IT INVOLVED IN THE CHILD’S LIFE
AND IT CAN INVOLVED IN THE CHILD’S LIFE
AND IT CAN BE INVOLVED IN THE CHILD’S LIFE
AND IT CAN BE HARD INVOLVED IN THE CHILD’S LIFE
AND IT CAN BE HARD TO AND IT CAN BE HARD TO AND IT CAN BE HARD TO
DISTINGUISH AND IT CAN BE HARD TO
DISTINGUISH ADHD AND IT CAN BE HARD TO
DISTINGUISH ADHD FROM AND IT CAN BE HARD TO
DISTINGUISH ADHD FROM OTHER DISTINGUISH ADHD FROM OTHER DISTINGUISH ADHD FROM OTHER
DISORDERS. DISORDERS. DISORDERS.
FOR DISORDERS.
FOR OUR DISORDERS.
FOR OUR PART, DISORDERS.
FOR OUR PART, WE’RE DISORDERS.
FOR OUR PART, WE’RE DOING FOR OUR PART, WE’RE DOING FOR OUR PART, WE’RE DOING
RESEARCH FOR OUR PART, WE’RE DOING
RESEARCH ON FOR OUR PART, WE’RE DOING
RESEARCH ON A FOR OUR PART, WE’RE DOING
RESEARCH ON A TREATMENT FOR OUR PART, WE’RE DOING
RESEARCH ON A TREATMENT TRIAL RESEARCH ON A TREATMENT TRIAL RESEARCH ON A TREATMENT TRIAL
AND RESEARCH ON A TREATMENT TRIAL
AND SO RESEARCH ON A TREATMENT TRIAL
AND SO TO RESEARCH ON A TREATMENT TRIAL
AND SO TO BE RESEARCH ON A TREATMENT TRIAL
AND SO TO BE ABLE RESEARCH ON A TREATMENT TRIAL
AND SO TO BE ABLE TO RESEARCH ON A TREATMENT TRIAL
AND SO TO BE ABLE TO SAY RESEARCH ON A TREATMENT TRIAL
AND SO TO BE ABLE TO SAY SOME AND SO TO BE ABLE TO SAY SOME AND SO TO BE ABLE TO SAY SOME
OF AND SO TO BE ABLE TO SAY SOME
OF THE AND SO TO BE ABLE TO SAY SOME
OF THE KIDS AND SO TO BE ABLE TO SAY SOME
OF THE KIDS THAT AND SO TO BE ABLE TO SAY SOME
OF THE KIDS THAT GET AND SO TO BE ABLE TO SAY SOME
OF THE KIDS THAT GET BETTER, OF THE KIDS THAT GET BETTER, OF THE KIDS THAT GET BETTER,
WHY OF THE KIDS THAT GET BETTER,
WHY ARE OF THE KIDS THAT GET BETTER,
WHY ARE THEY OF THE KIDS THAT GET BETTER,
WHY ARE THEY GETTING OF THE KIDS THAT GET BETTER,
WHY ARE THEY GETTING BETTER OF THE KIDS THAT GET BETTER,
WHY ARE THEY GETTING BETTER AND WHY ARE THEY GETTING BETTER AND WHY ARE THEY GETTING BETTER AND
WHY WHY ARE THEY GETTING BETTER AND
WHY ARE WHY ARE THEY GETTING BETTER AND
WHY ARE SOME WHY ARE THEY GETTING BETTER AND
WHY ARE SOME KIDS WHY ARE THEY GETTING BETTER AND
WHY ARE SOME KIDS NOT WHY ARE THEY GETTING BETTER AND
WHY ARE SOME KIDS NOT GETTING WHY ARE SOME KIDS NOT GETTING WHY ARE SOME KIDS NOT GETTING
BETTER? BETTER? BETTER?
>>BETTER?
>>FOR BETTER?
>>FOR ANYONE BETTER?
>>FOR ANYONE AT BETTER?
>>FOR ANYONE AT HOME BETTER?
>>FOR ANYONE AT HOME WATCHING,>>FOR ANYONE AT HOME WATCHING,>>FOR ANYONE AT HOME WATCHING,
MAYBE>>FOR ANYONE AT HOME WATCHING,
MAYBE PARENTS,>>FOR ANYONE AT HOME WATCHING,
MAYBE PARENTS, ARE>>FOR ANYONE AT HOME WATCHING,
MAYBE PARENTS, ARE YOU>>FOR ANYONE AT HOME WATCHING,
MAYBE PARENTS, ARE YOU LOOKING MAYBE PARENTS, ARE YOU LOOKING MAYBE PARENTS, ARE YOU LOOKING
FOR MAYBE PARENTS, ARE YOU LOOKING
FOR PATIENTS, MAYBE PARENTS, ARE YOU LOOKING
FOR PATIENTS, CHILDREN, MAYBE PARENTS, ARE YOU LOOKING
FOR PATIENTS, CHILDREN, TO MAYBE PARENTS, ARE YOU LOOKING
FOR PATIENTS, CHILDREN, TO BE FOR PATIENTS, CHILDREN, TO BE FOR PATIENTS, CHILDREN, TO BE
INVOLVED? INVOLVED? INVOLVED?
>>INVOLVED?
>>WE INVOLVED?
>>WE ARE.>>WE ARE.>>WE ARE.
DR.>>WE ARE.
DR. JOHNSTONE>>WE ARE.
DR. JOHNSTONE CAN>>WE ARE.
DR. JOHNSTONE CAN TELL>>WE ARE.
DR. JOHNSTONE CAN TELL ABOUT DR. JOHNSTONE CAN TELL ABOUT DR. JOHNSTONE CAN TELL ABOUT
HER DR. JOHNSTONE CAN TELL ABOUT
HER CLINICAL DR. JOHNSTONE CAN TELL ABOUT
HER CLINICAL CHILD. HER CLINICAL CHILD. HER CLINICAL CHILD.
>>HER CLINICAL CHILD.
>>WE HER CLINICAL CHILD.
>>WE ARE HER CLINICAL CHILD.
>>WE ARE ENROLLING HER CLINICAL CHILD.
>>WE ARE ENROLLING CHILDREN>>WE ARE ENROLLING CHILDREN>>WE ARE ENROLLING CHILDREN
BETWEEN>>WE ARE ENROLLING CHILDREN
BETWEEN AGES>>WE ARE ENROLLING CHILDREN
BETWEEN AGES 6>>WE ARE ENROLLING CHILDREN
BETWEEN AGES 6 AND>>WE ARE ENROLLING CHILDREN
BETWEEN AGES 6 AND 12>>WE ARE ENROLLING CHILDREN
BETWEEN AGES 6 AND 12 WITH BETWEEN AGES 6 AND 12 WITH BETWEEN AGES 6 AND 12 WITH
ADHD. ADHD. ADHD.
THEY ADHD.
THEY DON’T ADHD.
THEY DON’T HAVE ADHD.
THEY DON’T HAVE TO ADHD.
THEY DON’T HAVE TO HAVE ADHD.
THEY DON’T HAVE TO HAVE A THEY DON’T HAVE TO HAVE A THEY DON’T HAVE TO HAVE A
DIAGNOSIS, THEY DON’T HAVE TO HAVE A
DIAGNOSIS, BUT THEY DON’T HAVE TO HAVE A
DIAGNOSIS, BUT SYMPTOMS, DIAGNOSIS, BUT SYMPTOMS, DIAGNOSIS, BUT SYMPTOMS,
PARENTS DIAGNOSIS, BUT SYMPTOMS,
PARENTS SUSPECT DIAGNOSIS, BUT SYMPTOMS,
PARENTS SUSPECT IT DIAGNOSIS, BUT SYMPTOMS,
PARENTS SUSPECT IT AND PARENTS SUSPECT IT AND PARENTS SUSPECT IT AND
IRRITABLE PARENTS SUSPECT IT AND
IRRITABLE MOOD PARENTS SUSPECT IT AND
IRRITABLE MOOD AND PARENTS SUSPECT IT AND
IRRITABLE MOOD AND THEY PARENTS SUSPECT IT AND
IRRITABLE MOOD AND THEY NEED PARENTS SUSPECT IT AND
IRRITABLE MOOD AND THEY NEED TO IRRITABLE MOOD AND THEY NEED TO IRRITABLE MOOD AND THEY NEED TO
BE IRRITABLE MOOD AND THEY NEED TO
BE OFF IRRITABLE MOOD AND THEY NEED TO
BE OFF MEDICATION IRRITABLE MOOD AND THEY NEED TO
BE OFF MEDICATION BUT IRRITABLE MOOD AND THEY NEED TO
BE OFF MEDICATION BUT ABLE IRRITABLE MOOD AND THEY NEED TO
BE OFF MEDICATION BUT ABLE TO BE OFF MEDICATION BUT ABLE TO BE OFF MEDICATION BUT ABLE TO
SWALLOW BE OFF MEDICATION BUT ABLE TO
SWALLOW PILLS. SWALLOW PILLS. SWALLOW PILLS.
THEY SWALLOW PILLS.
THEY CAN SWALLOW PILLS.
THEY CAN E-MAIL SWALLOW PILLS.
THEY CAN E-MAIL US SWALLOW PILLS.
THEY CAN E-MAIL US AT THEY CAN E-MAIL US AT THEY CAN E-MAIL US AT
[email protected] [email protected] [email protected]
>>WHATISTHE>>WHATISTHE>>WHATISTHE
>>>>WHATISTHE
>>WHAT>>WHATISTHE
>>WHAT IS>>WHATISTHE
>>WHAT IS THE>>WHATISTHE
>>WHAT IS THE TREATMENT>>WHAT IS THE TREATMENT>>WHAT IS THE TREATMENT
OFFERED>>WHAT IS THE TREATMENT
OFFERED NOW? OFFERED NOW? OFFERED NOW?
>>OFFERED NOW?
>>MICRONUTRIENTS OFFERED NOW?
>>MICRONUTRIENTS WHICH OFFERED NOW?
>>MICRONUTRIENTS WHICH IS OFFERED NOW?
>>MICRONUTRIENTS WHICH IS IN>>MICRONUTRIENTS WHICH IS IN>>MICRONUTRIENTS WHICH IS IN
CONTRAST>>MICRONUTRIENTS WHICH IS IN
CONTRAST TO>>MICRONUTRIENTS WHICH IS IN
CONTRAST TO STIMULANT CONTRAST TO STIMULANT CONTRAST TO STIMULANT
MEDICATION. MEDICATION. MEDICATION.
>>MEDICATION.
>>ARE MEDICATION.
>>ARE YOU MEDICATION.
>>ARE YOU TALKING MEDICATION.
>>ARE YOU TALKING ABOUT>>ARE YOU TALKING ABOUT>>ARE YOU TALKING ABOUT
VITAMINS? VITAMINS? VITAMINS?
>>VITAMINS?
>>YES.>>YES.>>YES.
IT’S>>YES.
IT’S A>>YES.
IT’S A COMBINATION>>YES.
IT’S A COMBINATION OF>>YES.
IT’S A COMBINATION OF VITAMINS IT’S A COMBINATION OF VITAMINS IT’S A COMBINATION OF VITAMINS
AND IT’S A COMBINATION OF VITAMINS
AND MINERALS, IT’S A COMBINATION OF VITAMINS
AND MINERALS, A IT’S A COMBINATION OF VITAMINS
AND MINERALS, A COUPLE IT’S A COMBINATION OF VITAMINS
AND MINERALS, A COUPLE A IT’S A COMBINATION OF VITAMINS
AND MINERALS, A COUPLE A AMINO AND MINERALS, A COUPLE A AMINO AND MINERALS, A COUPLE A AMINO
ACIDS AND MINERALS, A COUPLE A AMINO
ACIDS AND AND MINERALS, A COUPLE A AMINO
ACIDS AND ANTIOXIDANTS. ACIDS AND ANTIOXIDANTS. ACIDS AND ANTIOXIDANTS.
WITHOUT ACIDS AND ANTIOXIDANTS.
WITHOUT THE ACIDS AND ANTIOXIDANTS.
WITHOUT THE WORK ACIDS AND ANTIOXIDANTS.
WITHOUT THE WORK THE ACIDS AND ANTIOXIDANTS.
WITHOUT THE WORK THE DOCTOR ACIDS AND ANTIOXIDANTS.
WITHOUT THE WORK THE DOCTOR IS WITHOUT THE WORK THE DOCTOR IS WITHOUT THE WORK THE DOCTOR IS
DOING, WITHOUT THE WORK THE DOCTOR IS
DOING, YOU WITHOUT THE WORK THE DOCTOR IS
DOING, YOU CAN WITHOUT THE WORK THE DOCTOR IS
DOING, YOU CAN SEE WITHOUT THE WORK THE DOCTOR IS
DOING, YOU CAN SEE SOME DOING, YOU CAN SEE SOME DOING, YOU CAN SEE SOME
BEHAVIORAL DOING, YOU CAN SEE SOME
BEHAVIORAL BENEFIT DOING, YOU CAN SEE SOME
BEHAVIORAL BENEFIT WITH BEHAVIORAL BENEFIT WITH BEHAVIORAL BENEFIT WITH
MEDICATION, BEHAVIORAL BENEFIT WITH
MEDICATION, BUT BEHAVIORAL BENEFIT WITH
MEDICATION, BUT LONGER BEHAVIORAL BENEFIT WITH
MEDICATION, BUT LONGER TERM MEDICATION, BUT LONGER TERM MEDICATION, BUT LONGER TERM
THERE MEDICATION, BUT LONGER TERM
THERE ARE MEDICATION, BUT LONGER TERM
THERE ARE QUESTIONS MEDICATION, BUT LONGER TERM
THERE ARE QUESTIONS ABOUT, MEDICATION, BUT LONGER TERM
THERE ARE QUESTIONS ABOUT, YOU THERE ARE QUESTIONS ABOUT, YOU THERE ARE QUESTIONS ABOUT, YOU
KNOW, THERE ARE QUESTIONS ABOUT, YOU
KNOW, THE THERE ARE QUESTIONS ABOUT, YOU
KNOW, THE HEALTH THERE ARE QUESTIONS ABOUT, YOU
KNOW, THE HEALTH IMPLICATIONS, KNOW, THE HEALTH IMPLICATIONS, KNOW, THE HEALTH IMPLICATIONS,
ABOUT KNOW, THE HEALTH IMPLICATIONS,
ABOUT WHAT KNOW, THE HEALTH IMPLICATIONS,
ABOUT WHAT IS KNOW, THE HEALTH IMPLICATIONS,
ABOUT WHAT IS IT KNOW, THE HEALTH IMPLICATIONS,
ABOUT WHAT IS IT LIKE KNOW, THE HEALTH IMPLICATIONS,
ABOUT WHAT IS IT LIKE TO KNOW, THE HEALTH IMPLICATIONS,
ABOUT WHAT IS IT LIKE TO TAKE ABOUT WHAT IS IT LIKE TO TAKE ABOUT WHAT IS IT LIKE TO TAKE
STIMULANTS ABOUT WHAT IS IT LIKE TO TAKE
STIMULANTS ON ABOUT WHAT IS IT LIKE TO TAKE
STIMULANTS ON A ABOUT WHAT IS IT LIKE TO TAKE
STIMULANTS ON A DEVELOPING STIMULANTS ON A DEVELOPING STIMULANTS ON A DEVELOPING
BRAIN? BRAIN? BRAIN?
SO BRAIN?
SO THE BRAIN?
SO THE WORK BRAIN?
SO THE WORK THEY’RE BRAIN?
SO THE WORK THEY’RE DOING BRAIN?
SO THE WORK THEY’RE DOING CAN SO THE WORK THEY’RE DOING CAN SO THE WORK THEY’RE DOING CAN
HELP SO THE WORK THEY’RE DOING CAN
HELP PARENTS SO THE WORK THEY’RE DOING CAN
HELP PARENTS POTENTIALLY HELP PARENTS POTENTIALLY HELP PARENTS POTENTIALLY
UNDERSTAND HELP PARENTS POTENTIALLY
UNDERSTAND BETTER HELP PARENTS POTENTIALLY
UNDERSTAND BETTER IS HELP PARENTS POTENTIALLY
UNDERSTAND BETTER IS THIS UNDERSTAND BETTER IS THIS UNDERSTAND BETTER IS THIS
HELPING UNDERSTAND BETTER IS THIS
HELPING FOR UNDERSTAND BETTER IS THIS
HELPING FOR THE UNDERSTAND BETTER IS THIS
HELPING FOR THE LONG UNDERSTAND BETTER IS THIS
HELPING FOR THE LONG TERM UNDERSTAND BETTER IS THIS
HELPING FOR THE LONG TERM AND HELPING FOR THE LONG TERM AND HELPING FOR THE LONG TERM AND
TO HELPING FOR THE LONG TERM AND
TO HELP HELPING FOR THE LONG TERM AND
TO HELP US HELPING FOR THE LONG TERM AND
TO HELP US SEE HELPING FOR THE LONG TERM AND
TO HELP US SEE WHETHER TO HELP US SEE WHETHER TO HELP US SEE WHETHER
ALTERNATIVE TO HELP US SEE WHETHER
ALTERNATIVE COMPLEMENTARY TO HELP US SEE WHETHER
ALTERNATIVE COMPLEMENTARY AND ALTERNATIVE COMPLEMENTARY AND ALTERNATIVE COMPLEMENTARY AND
INTEGRATED ALTERNATIVE COMPLEMENTARY AND
INTEGRATED TREATMENTS ALTERNATIVE COMPLEMENTARY AND
INTEGRATED TREATMENTS ARE INTEGRATED TREATMENTS ARE INTEGRATED TREATMENTS ARE
WORKING INTEGRATED TREATMENTS ARE
WORKING AS INTEGRATED TREATMENTS ARE
WORKING AS WELL. WORKING AS WELL. WORKING AS WELL.
>>WORKING AS WELL.
>>THE WORKING AS WELL.
>>THE GRANT WORKING AS WELL.
>>THE GRANT THAT WORKING AS WELL.
>>THE GRANT THAT I WORKING AS WELL.
>>THE GRANT THAT I WROTE WORKING AS WELL.
>>THE GRANT THAT I WROTE AND>>THE GRANT THAT I WROTE AND>>THE GRANT THAT I WROTE AND
GOT>>THE GRANT THAT I WROTE AND
GOT FUNDING>>THE GRANT THAT I WROTE AND
GOT FUNDING FOR,>>THE GRANT THAT I WROTE AND
GOT FUNDING FOR, WE’LL>>THE GRANT THAT I WROTE AND
GOT FUNDING FOR, WE’LL BE>>THE GRANT THAT I WROTE AND
GOT FUNDING FOR, WE’LL BE USING GOT FUNDING FOR, WE’LL BE USING GOT FUNDING FOR, WE’LL BE USING
THE GOT FUNDING FOR, WE’LL BE USING
THE BLOOD GOT FUNDING FOR, WE’LL BE USING
THE BLOOD SAMPLES GOT FUNDING FOR, WE’LL BE USING
THE BLOOD SAMPLES FROM GOT FUNDING FOR, WE’LL BE USING
THE BLOOD SAMPLES FROM THE THE BLOOD SAMPLES FROM THE THE BLOOD SAMPLES FROM THE
CURRENT THE BLOOD SAMPLES FROM THE
CURRENT CLINICAL THE BLOOD SAMPLES FROM THE
CURRENT CLINICAL TRIALS THE BLOOD SAMPLES FROM THE
CURRENT CLINICAL TRIALS FROM CURRENT CLINICAL TRIALS FROM CURRENT CLINICAL TRIALS FROM
DR. CURRENT CLINICAL TRIALS FROM
DR. JOHNSTONE’S CURRENT CLINICAL TRIALS FROM
DR. JOHNSTONE’S STUDY. DR. JOHNSTONE’S STUDY. DR. JOHNSTONE’S STUDY.
>>DR. JOHNSTONE’S STUDY.
>>GREAT DR. JOHNSTONE’S STUDY.
>>GREAT WORK, DR. JOHNSTONE’S STUDY.
>>GREAT WORK, KEEP DR. JOHNSTONE’S STUDY.
>>GREAT WORK, KEEP IT DR. JOHNSTONE’S STUDY.
>>GREAT WORK, KEEP IT UP.>>GREAT WORK, KEEP IT UP.>>GREAT WORK, KEEP IT UP.
>>>>GREAT WORK, KEEP IT UP.
>>THANK>>GREAT WORK, KEEP IT UP.
>>THANK YOU.>>THANK YOU.>>THANK YOU.
>>>>THANK YOU.
>>WE>>THANK YOU.
>>WE HEAR>>THANK YOU.
>>WE HEAR ABOUT>>THANK YOU.
>>WE HEAR ABOUT MORE>>THANK YOU.
>>WE HEAR ABOUT MORE AND

One Comment

  1. Chauncy Gilmore
    Chauncy Gilmore September 10, 2019

    How about going after the food industry which has given us most of our illnesses and other negative health problems…This ignores the food industry and props up the Pharmaceutical industry. Nice propaganda piece..

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