Robson Street is a major southeast-northwest thoroughfare in downtown and West End of Vancouver, British Columbia, Canada. Its core commercial blocks from Burrard Street to Jervis were also known as Robsonstrasse. Its name honours John Robson, a major figure in British Columbia’s entry into the Canadian Confederation, and Premier of the province from 1889 to 1892. Robson Street starts at BC Place Stadium near the north shore of False Creek, then runs northwest past Vancouver Library Square, Robson Square and the Vancouver Art Gallery, coming to an end at Lost Lagoon in Stanley Park.

As of 2006, the city of Vancouver overall had the fifth most expensive retail rental rates in the world, averaging US$135 per square foot per year, citywide. Robson Street tops Vancouver with its most expensive locations renting for up to US$200 per square foot per year. In 2006, both Robson Street and the Mink Mile on Bloor Street in Toronto were the 22nd most expensive streets in the world, with rents of $208 per square feet. In 2007, the Mink Mile and Robson slipped to 25th in the world with an average of $198 per square feet. The price of each continues to grow with Vancouver being Burberry’s first Canadian location and Toronto’s Yorkville neighbourhood (which is bounded on the south side by Bloor) now commanding rents of $300 per square foot.

In 1895, train tracks were laid down the street, supporting a concentration of shops and restaurants. From the early to middle-late 20th century, and especially after significant immigration from postwar Germany, the northwest end of Robson Street was known as a centre of German culture and commerce in Vancouver, earning the nickname Robsonstrasse, even among non-Germans (this name lives on in the Robsonstrasse Hotel on the street). At one time, the city had placed streetsigns reading “Robsonstrasse” though these were placed after the German presence in the area had largely vanished.

Robson Street was featured on an old edition of the Canadian Monopoly board as one of the two most expensive properties.

Autism and ADHD very often co-exist. Research suggests that 50 to 70% of autistic people also have ADHD (Hours et al., 2022), though figures vary between studies. Similarly, it is estimated that two-thirds of those with ADHD have at least one co-existing condition such as autism. In other words, autism and ADHD very frequently present together.

Despite this, autism and ADHD could not be diagnosed together until 2013. The fourth edition of Diagnostic and Statistical Manual listed autism as an exclusion criterion for ADHD (Murphy et al., 2016), and only when the fifth edition was released in 2013 were they recognised as co-existing conditions.

It’s not surprising that people used to think Autism and ADHD couldn’t occur together, because a lot of the traits appear to contradict each other. ADHD likes NEW, Autism likes the SAME. ADHD is IMPULSIVE and spontaneous, Autism likes PLANNING. (A massive over-generalisation of course, but you get the picture). Imagine how disorienting it is to have your brain constantly pulled in two opposite directions.

This can feel like a tug of war in an AuDHD-er’s mind, and it can feel impossible trying to balance two completely opposing needs. Because of this, AuDHD can appear like a different presentation altogether. An individual may feel they don’t relate wholly to autism or to ADHD. The two can mask each other, either compensating for each other’s difficulties or making those challenges even harder. For example, the organisation and focus from the autistic brain may compensate for the disorganisation and chaos of the ADHD brain. Or, the mess and chaos from the ADHD may leave the person in a constant state of overwhelm, feeling unable to function because there is no order.

One vital ingredient for any ADHDer is dopamine, the neurotransmitter responsible for feelings of pleasure and the regulation of attention – there’s never enough and we are always craving it. Much of ADHD’s impulsive and risky behaviour can be attributed to the hunt for more dopamine. It can also make ADHDers crave sugar and carbohydrates and this can be hard to fight no matter how much we know and understand about healthy eating. Added to the autistic tendency to restrict food this can add to difficulties around food intake.

Because AuDHD-ers may not present as typically autistic or typically ADHD, they may be less likely to be recognised or diagnosed. It is worthwhile considering what an AuDHD presentation could look like.

Though there are an infinite number of possibilities, here are some common examples:

• The individual may regularly come up with new routines to try to stick to.
• They may come up with new ways of doing the same thing or follow a particular process when trying something new. They try to satisfy their craving for new whilst managing their anxiety around change.
• They may impulsively choose change, then experience anxiety due to the change.
• They may regularly seek out new things, but only with familiar people and want to complete things in a particular way or following a familiar process.
• They may regularly burn out from being too busy and overwhelmed socially, but struggle to slow down to recharge.
• Their environment might become messy and chaotic easily, leading to overwhelm and difficulty functioning.
• They may be hyper-organised to compensate for their disorganised brain.
• They may feel anxious every day about running late or not being early.
• They may have an exceptional long-term memory but a poor working/short-term memory.
• Their intense/special interests may regularly change theme or topic.

Life as an AuDHD-er is constantly trying to find a balance to satisfy opposing needs. And those needs are changing all the time, depending on the environment, the day and the chapter of life.

AuDHD is exhausting, but also exhilarating. It is intense and chaotic, but vivid and filled with opportunities. Some days feel impossible; other days feel like anything is possible. With the right support and developing strategies to manage, the latter is certainly true.

AUdHD: Navigating Life with Autism and ADHD

Having both autism and ADHD (referred to as AUdHD) creates a unique experience with overlapping challenges and strengths, which can significantly affect diagnosis, quality of life, and daily functioning. Individuals with AUdHD often face more hurdles in compensating for their neurodivergent traits because both conditions influence executive functioning, emotional regulation, social skills, and sensory processing in distinct yet interconnected ways. Understanding how these two conditions interplay is crucial for grasping the complexities of living with AUdHD.

The Intersection of Autism and ADHD

While autism and ADHD are distinct neurodevelopmental conditions, they share several overlapping traits, which can make it difficult to differentiate between them. Some of these shared traits include:

• Executive dysfunction: Difficulty with planning, organizing, and completing tasks on time.
• Emotional regulation issues: Struggles with managing and expressing emotions appropriately.
• Sensory sensitivities: Over- or under-sensitivity to sensory stimuli, such as loud noises, textures, or bright lights.
• Social challenges: Trouble understanding social cues, forming relationships, and maintaining social interactions.

However, there are key differences that add complexity to a dual diagnosis. For instance, while ADHD is often characterized by impulsivity and hyperactivity, autism is associated with a strong need for routine and predictability. The co-occurrence of these traits in AUdHD individuals can create an internal tug-of-war, leading to more intense internal conflicts and challenges.

Impact on Diagnosis

Diagnosing AUdHD can be particularly challenging for several reasons:

• Overlapping Symptoms: Many traits of ADHD and autism overlap, such as difficulties with attention, impulsivity, and social skills. This can lead to misdiagnosis, where one condition is identified but the other is overlooked. For example, hyperactivity or inattentiveness might be attributed to ADHD, while the underlying autism is missed.
• Masking: People with AUdHD often engage in “masking,” a coping mechanism where they hide their neurodivergent traits to fit into societal expectations. Masking can make it harder for clinicians to see the full picture and may delay or complicate the diagnosis.
• Delayed Diagnosis: AUdHD individuals, especially those assigned female at birth, are often diagnosed later in life because of societal biases and the internalized pressure to appear “normal.” The interplay of both conditions can obscure the full extent of difficulties, making it hard for professionals to see how deeply both autism and ADHD affect the individual.

Compensatory Strategies and Cognitive Load

Individuals with AUdHD often need to develop more compensatory strategies to manage their daily lives. Compensating for both autism and ADHD can be exhausting because both conditions create different sets of challenges that must be navigated simultaneously.

• Compensation for Autism: To cope with the social and sensory demands of daily life, autistic people may engage in extensive planning, develop strict routines, or avoid certain sensory triggers. This requires significant cognitive energy to maintain, even if these strategies appear to make life more manageable.
• Compensation for ADHD: ADHD often impacts focus, time management, and emotional regulation, requiring the use of external aids like alarms, reminders, and strict schedules. Staying on task and remaining organized takes extra effort, which can be draining in itself.

For individuals with AUdHD, compensating for both at the same time increases the cognitive load and reduces available mental energy. For example, they might need to stay hyper-aware of social rules due to autism while also fighting constant distractions caused by ADHD. As a result, daily tasks can take much more effort, leading to quicker burnout and a lower threshold for stress.

Reduced Energy and Burnout

Managing both autism and ADHD requires significantly more mental energy than managing either condition alone. This is because:

• Executive Dysfunction is Amplified: Both autism and ADHD affect executive functioning, but in different ways. Autistic individuals may struggle with flexibility and changes in routine, while ADHD causes difficulties with focus, organization, and prioritization. Combined, these impairments create a constant challenge in managing daily life, leaving less mental energy for other activities.
• Sensory Overload and Distraction: Sensory processing issues are common in autism, where overstimulation can lead to shutdowns or meltdowns. ADHD adds a layer of distraction to this, making it harder to filter out irrelevant stimuli. This constant battle between sensory overload (autism) and a lack of focus (ADHD) can leave individuals feeling mentally drained.
• Emotional Regulation: ADHD often causes emotional impulsivity, making it harder to control responses to situations. Autistic individuals, on the other hand, may have difficulty processing and understanding emotions. Together, these traits lead to emotional exhaustion, as individuals with AUdHD may experience heightened reactions to daily stressors.
• Compensation Fatigue: Over time, the need to constantly manage both conditions can lead to burnout, a state of emotional, mental, and physical exhaustion. This is particularly common in AUdHD individuals because they are often forced to work harder to keep up with societal expectations, leaving them with little energy for self-care or relaxation.

Quality of Life and Daily Challenges

The combination of autism and ADHD affects various aspects of daily life, from relationships to work, school, and personal well-being. Key areas where AUdHD impacts quality of life include:

• Social Interactions: While autism can make social situations uncomfortable or confusing, ADHD can add impulsivity, which may result in saying things without considering social norms. This combination can lead to misunderstandings, social rejection, or difficulties in forming close relationships.
• Work and School: AUdHD individuals may excel in structured environments where routines and predictability are key, but struggle with multitasking, time management, and shifting focus—common challenges in workplaces and classrooms. Both conditions can make it hard to stay on top of tasks, leading to frustration and a feeling of inadequacy.
• Self-Esteem: AUdHD individuals are often highly aware of their difficulties, which can negatively impact their self-esteem. Constantly comparing themselves to neurotypical peers, or even to autistic or ADHD peers who may only have one condition, can lead to feelings of inadequacy and low self-worth.
• Emotional Overload and Burnout: The emotional toll of managing both conditions can be significant. Burnout is common in individuals with AUdHD, as the constant need to balance both ADHD and autism-related challenges leads to physical and emotional exhaustion.

The Importance of Tailored Support

Individuals with AUdHD require support that is tailored to the unique interplay of both conditions. Some key strategies include:

• Energy Management: Recognizing the importance of conserving mental energy is crucial. This means setting boundaries, prioritizing tasks, and creating a balance between activity and rest. Developing self-compassion is also essential, as individuals with AUdHD may need more time to complete tasks than others.
• Sensory Accommodations: Because of the sensory sensitivities caused by autism, it’s important to create sensory-friendly environments. Noise-canceling headphones, fidget tools, or low-stimulation areas can help.
• Executive Functioning Aids: External support systems such as reminders, calendars, visual schedules, and alarms can assist with time management and task organization, helping to alleviate some of the cognitive burden.
• Emotional Regulation Strategies: Mindfulness, cognitive behavioral therapy (CBT), or dialectical behavior therapy (DBT) can provide tools for managing impulsivity and emotional dysregulation, which are common in ADHD. Tailoring these therapies for both autism and ADHD is important to address the dual impact.

Conclusion

Living with both autism and ADHD (AUdHD) creates a unique set of challenges that can complicate diagnosis, increase the need for compensatory strategies, and contribute to energy depletion and burnout. Understanding the complex interplay between these two conditions is essential for creating tailored support systems that improve the quality of life for those navigating this dual diagnosis. With the right accommodations and understanding, individuals with AUdHD can better manage their daily lives and thrive, despite the added challenges they face.

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How Do I Live (Extended Mix) · LeAnn Rimes

You Light Up My Life

℗ 1997 Curb Records, Inc.

Released on: 1997-09-09

Producer: Wilbur C. Rimes
Producer: Chuck Howard
Producer: Mike Curb
Composer Lyricist: Diane Warren

AuDHD – the combination of the autism (ASD) and attention deficit hyperactivity disorder (ADHD) neurotypes has seen a startling rise over the past decade. But what is AuDHD? This article covers any questions you may have on ADHD and autism comorbidity.

Not so long ago, autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) were widely viewed as mutually exclusive disorders. After all, each has its own specific symptoms and life-affecting characteristics.

However, in recent years, the co-occurrence of autism and ADHD is so commonly recognized in the general population that it spawned its own term – “AuDHD.” But it’s not just a social media trend; AuDHD has also been unequivocally confirmed in research.

So, if you or someone you love has wondered why social communication difficulties frequently accompany feelings of hyperactivity and difficulties focusing, AuDHD may be present.

AuDHD Meaning and Implications

Simply put, AuDHD is a combination of the word “autism” and the acronym “ADHD.” Therefore, someone with AuDHD has both neurotypes. Although studies vary according to how frequently the conditions co-occur, the most recent estimates are that approximately 70% of people with ASD also have ADHD. Yet, despite this high percentage, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR) didn’t include a diagnosis of AuDHD until as recently as 2013.

For people with AuDHD, life can feel like a constant contradiction. Their brains are hardwired to both want routine and fight against it. Therefore, catering to the needs of both conditions often means accounting for opposing needs.

For instance, the ASD side of someone’s brain may require them to set a strict schedule to cater to sensory challenges and feelings of overload. However, if they make a schedule that’s too rigid, the ADHD elements of their brain may battle to stay focused. Of course, such contrasting needs can create daily struggles and feelings of “not being good enough” – potentially leading to psychological distress.

Plus, considering how distinct the symptoms of both ASD and ADHD can be, receiving an AuDHD diagnosis can be difficult. We’ll discuss the process of AuDHD diagnosis later in this article.

As an extra note, a little-known piece of information is that an individual’s attachment style can influence the outcomes of their ASD and ADHD prognosis.

Main AuDHD symptoms

ASD and ADHD are quite paradoxical in nature: How can someone be both rigid in regards to routine and social structures, yet also find such routines and structures extremely difficult to follow? This paradox is due to how the symptoms of each disorder tend to be polar opposites.

For example, The American Psychological Association (APA) defines ASD as “a group of disorders…characterized by difficulties with social communication and social interaction along with restricted and repetitive patterns in behaviors, interests, and activities.”

As a note, autism, Asperger’s syndrome, and childhood disintegrative disorder (CDD) aren’t considered to be distinct diagnoses anymore – they are diagnosed under the umbrella term of ASD.

In contrast, the APA defines ADHD as a “behavioral condition that makes focusing on everyday requests and routines challenging.” This definition goes on to explain how individuals with ADHD experience organizational, planning, and focusing difficulties.

So, considering how disparate both of these neurotypes are, exactly what is AuDHD? And how can the symptoms of both of these neurotypes combine to create an AuDHD diagnosis?

The main symptoms of AuDHD combine the predominant ones of both ASD and ADHD – so they demonstrate a strong need for routine, but also a susceptibility to disruptions.

The Symptoms of AuDHD

AuDHD can manifest differently in each individual, demonstrating distinct patterns of behaviors, emotions, and executive functioning. However, the following are considered to be the main symptoms of AuDHD.

• Executive functioning challenges (a skill set that includes factors such as working memory, self-control, and cognitive flexibility)
• Sensory challenges (such as difficulties with touch, taste, and sound)
• Repetitive body movements (known as “stimming”)
• Learning difficulties
• Social challenges
• Emotional dysregulation (such as angry outbursts)
• Impulsivity
• Inattention

The first three symptoms would typically be associated solely with ASD, whereas the bottom two would be considered purely ADHD symptoms. Yet, the three middle symptoms (learning difficulties, social challenges, and emotional dysregulation) would commonly be seen in both neurotypes.

The overlap of symptoms between both neurotypes to create the dual condition of AuDHD demonstrates the need for specific and tailored intervention strategies. These strategies should be dynamic to fit the changing needs of the individual.

Plus, although the main symptoms of AuDHD may sound damning, there is a bright side that is important to highlight: People with AuDHD often report high levels of creativity. Therefore, tapping into this creativity may help such individuals manage and cope with the stress of their comorbid disorders.

Before we discuss these strategies, let’s consider the differences between AuDHD and “pure” ADHD.

AuDHD vs ADHD: What Are the Differences?

As mentioned previously, the symptoms of ASD and ADHD are typically at odds with each other. Therefore, there are some stark differences between “pure” ADHD and AuDHD.

People with ADHD have challenges with attention, impulsivity, and hyperactivity. In contrast, AuDHD introduces additional complexities by amalgamating the traits of autism with ADHD. The traits of autism include rigidity around routine, sensory difficulties, and self-stimulating behaviors such as stimming.

Therefore, the main difference between AuDHD and pure ADHD is that those with AuDHD have comorbid symptoms of autism along with their ADHD symptoms. The cognitive patterns associated with both neurotypes are linked. However, the neurological and developmental reasons for this are still not fully understood.

So, while people with ADHD have difficulties with routines, people with AuDHD simultaneously need routines but have difficulties adhering to them. This can create an extra layer of frustration and psychological distress – especially as AuDHD went unrecognized for a considerable amount of time.

AuDHD and Autism Comorbidity

As reported previously in this article, it’s thought that the prevalence of AuDHD and autism comorbidity could be as high as 70%. Meaning that this percentage of people with ASD have co-occurring ADHD.

Furthermore, despite a relative lack of recognition, it is widely believed that ASD is also frequently comorbid with conditions other than ADHD. Other autism comorbidities include developmental conditions such as dyslexia, dyspraxia, and epilepsy. Plus, according to research, although ASD is generally reported more in males than in females, females with ASD may be more likely to have comorbid disorders.

Similarly, it’s thought that “pure” cases of ADHD are also uncommon. Aside from ASD, ADHD is also commonly comorbid with developmental language and motor issues.

Furthermore, the neurotypes of both ASD and ADHD are comorbid with mental health issues such as anxiety, depression, and oppositional defiant disorder.

Of course, such high levels of comorbidity for both ASD and ADHD means that people with AuDHD could also potentially have other developmental or mental health issues. This suggests that interventions should take this high level of comorbidity into account, and factor in appropriate psychosocial, behavioral, and potential pharmacological elements.

AuDHD Test: What Is the Diagnostic Process?

There’s no such thing as an “AuDHD test.” This is because AuDHD is not, as of yet, recognized as a singular diagnosis in clinical settings.

However, if you’re concerned that you may have AuDHD, you can speak to your GP regarding a referral to appropriate professionals for separate ASD and ADHD diagnoses. Alternatively, if you’re concerned about your child, you can either speak to your GP or – if your child is school-aged – you can ask for a referral through their school.

Once referred, the diagnostic process for comorbid ASD and ADHD involves more than just taking an assessment or observing behaviors. It’s typically a multidisciplinary process – and is also dependent on the age of the individual.

Clinicians, including medical and mental health professionals, utilize standardized questionnaires, behavior rating scales, and environmental observations to collect information. This way, “snapshots” are gathered from as many domains of the individual’s life as possible to facilitate an overall impression and accurate diagnoses of both ASD and ADHD.

During the diagnostic processes, assessments and observations such as the following will be used to test for the presence of comorbid autism and ADHD. The assessments and methods used will depend on the region and age of the individual.

Testing for ASD may include measures such as:

• The Autism Spectrum Rating Scales. As a purely observational assessment, information is collected from caregivers, teachers, and other caregiving professionals to determine if a child’s behaviors align with those of ASD.
• The Autism Diagnostic Observation Schedule (ADOS). This measure involves the individual completing a series of tasks designed to assess cognitive functioning, behavior, and communication. A trained assessor observes their performance according to the criteria for ASD diagnosis.

Testing for ADHD may include measures such as:

• The Behavior Rating Inventory of Executive Functioning (BRIEF). The BRIEF assesses the ability to sustain attention, break down tasks into smaller components, and complete a target of focus. Different versions of the assessment are available for different ages.
• Conners Rating Scales. Used to assess social, behavioral, and academic functioning, this test includes both self-report and observational methods to assess for symptoms that align with those of ADHD.

Once a diagnosis of comorbid ASD and ADHD (AuDHD) has been reached, the following options for treatment may be considered depending on the individual’s presenting symptoms.

Treatment for AuDHD

Typically, treatment for AuDHD still predominantly utilizes the interventions and treatments associated with ASD. This may be because treatment measures associated with ADHD have not yet been fully researched for efficacy with individuals with AuDHD.

However, it’s important to take the individual’s specific needs into account when devising AuDHD interventions and treatment; recursiveness may be needed to ensure the “best fit.”

The following methods (or combination of methods) are commonly used in the treatment of AuDHD.

Psychosocial Interventions for AuDHD

Psychosocial measures aim to induce change in psychological, cognitive, behavioral, biological, and social factors that contribute to the symptoms of AuDHD. Psychosocial interventions for AuDHD may include:

• Therapy: Therapies, such as Cognitive Behavioral Therapy (CBT), can help devise strategies for challenging the difficult emotions associated with AuDHD. Moreover, CBT can highlight strengths such as creativity and help the individual use these strengths to improve focus and attention. However, it’s important to account for the individual’s social and communicative abilities when choosing a suitable therapeutic approach.
• Psychoeducation: Understanding the reasons behind the symptoms and difficulties associated with AuDHD can help an individual and their families adopt a more empathetic approach. Plus, there are various support groups depending on your region which aim to empower success through knowledge and support.
• Executive functioning techniques: Specific therapies (such as EFT) and groups that target executive functioning skills can help alleviate the difficulties associated with ASD and therefore ease AuDHD symptoms. These approaches improve cognitive, time management, organizational, and attentional skills.
• Support groups: There are multiple support options available for people who struggle with specific symptoms of AuDHD. For example, vocational support exists where people will assist with CVs or preparing for a job interview. Alternatively, assistance is available for issues such as improving concentration and reducing distress. Make sure to consult your local ASD and ADHD advice groups for further information.

Pharmacological Interventions for AuDHD

Pharmacological interventions for AuDHD, if necessary, should be done in conjunction with psychosocial methods. Strategies that focus on the behavioral, psychological, and social components of AuDHD should be the first line of call. After which, if the individual still struggles to cope, they can speak to their GP about pharmacological approaches. These approaches do not differ much from those used to treat individual ASD and ADHD.

Typically, a GP will choose to put someone on the lowest dose of medication possible for treating AuDHD and track their progress to determine whether it needs to be increased over time. Such medications may include stimulants and non-stimulants for ADHD symptoms. However, treating ASD symptoms with medication may be more complicated as there are no current FDA-approved medications for this neurotype. Instead, medications used to treat emotional dysregulation, such as antipsychotics, may be considered.

Final Thoughts on AuDHD

AuDHD is a comorbidity of the developmental neurotypes ASD and ADHD. People with AuDHD may lead a life of conflicting needs: one in which they require strict routines and schedules, but also struggle to adhere to these. Up until recent years, both ASD and ADHD were seen as distinct conditions, but recent research indicates that approximately 70% of people with ASD have ADHD. As of yet, there is still not a singular AuDHD diagnosis – instead, professionals may give separate diagnoses of ASD and ADHD.

If you’re concerned about whether you have comorbid ASD and ADHD, speak to your GP about referral for appropriate diagnoses. Professionals in the area will be able to cater to your unique needs, as well as help alleviate any distress you may be experiencing around them.

As a final note, remember that you can be an active participant in this process and you don’t have to go the journey alone. Although life might seem like a battle at times, there is help available: professionals, support groups, and social circles can help you develop personalized strategies that focus on your goals, strengths, and creativity.

Granville Street is a major street in Vancouver, British Columbia, Canada, and part of Highway 99. Granville Street is most often associated with the Granville Entertainment District and the Granville Mall. This street also cuts through suburban neighborhoods like Shaughnessy, and Marpole via the Granville Street Bridge.

The community was known as “Gastown” (Gassy’s Town) after its first citizen – Jack Deighton, known as “Gassy” Jack. “To gas” is period English slang for “to boast and to exaggerate”. In 1870 the community was laid out as the “township of Granville” but everybody called it Gastown. The name Granville honours Granville Leveson-Gower, 2nd Earl Granville, who was British Secretary of State for the Colonies at the time of local settlement.

In 1886 it was incorporated as the city of Vancouver, named after Captain George Vancouver, who accompanied James Cook on his voyage to the West Coast and subsequently spent 2 years exploring and charting the West Coast.

During the 1950s, Granville Street attracted many tourists to one of the world’s largest displays of neon signs.

Towards the middle of the twentieth century, the Downtown portion of Granville Street had become a flourishing centre for entertainment, known for its cinemas (built along the “Theatre Row,” from the Granville Bridge to where Granville Street intersects Robson Street), restaurants, clubs, the Vogue and Orpheum theatres, and, later, arcades, pizza parlours, pawn stores, pornography shops and strip clubs.

By the late 1990s, Granville Street suffered gradual deterioration and many movie theatres, such as “The Plaza, Caprice, Paradise, [and] Granville Centre […] have all closed for good,” writes Dmitrios Otis in his article “The Last Peep Show.” In the early 2000s, the news of the upcoming 2010 Winter Olympic Games, to be hosted in Whistler, a series of gentrification projects, still undergoing as of 2006, had caused the shutdown of many more businesses that had heretofore become landmarks of the street and of the city.

Also, Otis writes that “once dominated by movie theatres, pinball arcades, and sex shops [Downtown Granville is being replaced] by nightclubs and bars, as […it] transforms into a booze-based ‘Entertainment District’.” In April 2005, Capitol 6, a beloved 1920s-era movie theatre complex (built in 1921 and restored and reopened in 1977) closed its doors (Chapman). By August 2005, Movieland Arcade, located at 906 Granville Street became “the last home of authentic, 8 mm ‘peep show’ film booths in the world” (Otis). On July 7, 2005, the Granville Book Company, a popular and independently owned bookstore was forced to close (Tupper) due to the rising rents and regulations the city began imposing in the early 2000s in order to “clean up” the street by the 2010 Olympics and combat Vancouver’s “No Fun City” image. (Note the “Fun City” red banners put up by the city on the lamp-posts in the pizza-shop photograph). Landlords have been unable to find replacement tenants for many of these closed locations; for example, the Granville Book Company site was still boarded up and vacant as of July 12, 2006.

While proponents of the Granville gentrification project in general (and the 2010 Olympics in specific) claim that the improvements made to the street will only benefit its residents, the customers frequenting the clubs and the remaining theatres and cinemas, maintain that the project is a temporary solution, since the closing down of the less “classy” businesses, and the build-up of Yaletown-style condominiums in their place, will not eliminate the unwanted pizzerias, corner-stores and pornography shops – and their patrons – but will simply displace them elsewhere (an issue reminiscent of the city’s long-standing inability to solve the problems of the DTES).