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14 point autism kids improvements monitoring sheet english and hindi : www.myautismguru.com by dr Kondekar for teaching purpose only

By Dr Kondekar Santosh, Autism and therapies
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The 14-point follow-up format associated with Dr Santosh V. Kondekar is best understood as a longitudinal developmental monitoring framework: it aims to move follow-up consultations beyond the general statement “no improvement” and toward specific gains, persistent difficulties, and measurable goals for the next review. The important distinction is between monitoring change in a child’s functioning and measuring the core features of autism itself. The two are related, but they are not interchangeable. 1. The 14-point follow-up criteria The material available on Dr Kondekar’s websites describes a follow-up approach that records developmental gains and next goals, alongside behavioural and functional concerns. The website also links to a follow-up format and monitoring chart. autismdoctor.in+2 The following is a structured reconstruction of the 14 domains from the follow-up criteria previously associated with Dr Kondekar. It is an analytical presentation, not a verbatim reproduction of t...
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Functional Outcomes Must Become Central in ADHD and Autism Management

By Dr Kondekar Santosh, Autism and therapies
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Functional Outcomes Must Become Central in ADHD and Autism Management Moving beyond symptom reduction towards meaningful developmental progress One of the most important directions for the future of ADHD and autism management is a fundamental change in how treatment success is defined. Traditionally, clinical research and treatment monitoring have placed considerable emphasis on symptom scores: how much hyperactivity has reduced, whether inattention has improved, how frequently repetitive behaviours occur, or whether disruptive behaviour has become less prominent. Although these measures are clinically useful, symptom reduction is not synonymous with developmental progress, and behavioural improvement does not automatically translate into functional independence. A child may demonstrate fewer ADHD symptoms during a clinical assessment but continue to struggle with completing schoolwork, following multistep instructions, organizing daily activities and maintaining relationships. Similar...
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Emerging Therapies and Future Directions in the Management of ADHD Clinical review article | Evidence-informed perspective

By Dr Kondekar Santosh, Autism and therapies
Emerging Therapies and Future Directions in the Management of ADHD Clinical review article | Evidence-informed perspective | October 2026 Abstract Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by developmentally inappropriate inattention and/or hyperactivity-impulsivity that interferes with functioning across settings. Although pharmacotherapy, behavioural interventions, parent training, educational accommodations and cognitive-behavioural approaches remain central to management, emerging research is expanding the therapeutic landscape. Digital therapeutics, wearable technologies, neuromodulation, precision psychiatry, novel medication formulations and interventions targeting executive functioning are being investigated to improve individual outcomes. However, innovation must be distinguished from established clinical efficacy. Several emerging approaches show promise, while others have inconsistent evidence or remain experimental. Recen...
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What If Parenting Becomes AI-Based Some Day? Lessons from the Four Parenting Styles

By Dr Kondekar Santosh, Autism and therapies
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What If Parenting Becomes AI-Based Some Day? Lessons from the Four Parenting Styles *artificial intelligence, parenting, human development and the future of raising children* Imagine a future in which parents no longer need to decide how to respond when their child refuses to study, throws a tantrum, lies about homework, demands a mobile phone or struggles to control anger. Instead, they ask an artificial intelligence assistant: “What should I do now?” The AI observes the situation, analyses the child's behaviour, considers the child's developmental stage and recommends a response. Initially, this may sound like an ideal future. Every parent could have access to personalized guidance, developmental information and strategies for managing difficult situations. Parents would no longer need to depend entirely on their own childhood experiences, social traditions or advice from relatives. An AI system could help them understand the possible reasons behind a child's behaviour an...
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L1-79 for autism coparing with other drugs

By Dr Kondekar Santosh, Autism and therapies
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L-1-79 के इंटरनेट पर हो रहे प्रचार, डॉ. कोंडेकर के दृष्टिकोण और GDCA (Goal Directed Cognitive Approach) के अंतर्गत ऑटिज़्म प्रबंधन के लक्ष्यों पर चर्चा  L-1-79: इंटरनेट पर ऑटिज़्म के लिए चर्चा में आई नई दवा — जानिए इसके पीछे की सच्चाई क्या यह ऑटिज़्म के मूल लक्षणों को सुधारने वाली नई दवा है? और क्या दवा से अधिक महत्वपूर्ण हैं विकास के सही लक्ष्य? ऑटिज़्म से जुड़े सोशल मीडिया और इंटरनेट पर L-1-79 को लेकर काफी चर्चा हो रही है। कुछ रिपोर्टों में इसे ऑटिज़्म के मूल लक्षणों को प्रभावित करने वाली संभावित नई दवा के रूप में प्रस्तुत किया गया है। लेकिन किसी नई दवा की संभावनाओं, उसके वैज्ञानिक प्रमाणों और उसके वास्तविक चिकित्सकीय उपयोग के बीच अंतर समझना आवश्यक है। **डॉ. कोंडेकर कहते हैं — किसी नई दवा की चर्चा सुनकर सबसे पहले यह पूछिए कि वह बच्चे के विकास में वास्तव में क्या बदलाव ला सकती है।**  1. L-1-79 आखिर है क्या? L-1-79 एक शोधाधीन औषधीय अणु है। यह tyrosine hydroxylase को प्रभावित करके catecholamine synthesis और dopamine signalling को मॉड्यूलेट करने के लिए विकसित किया जा...
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summary of different therapies and biomedical treatment nutrients and medicines and their published evidences

By Dr Kondekar Santosh, Autism and therapies
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summary of different therapies and biomedical treatment nutrients and medicines and their published evidences this is not a medical advice and consultation. Please discuss with your doctor. all children may not need each or any of it. the decision to start the dose or medicine lies with doctor. for the pdf  of the article please WhatsApp 9869405747 Author Prof. Dr Santosh Kondekar MBBS, MD (Pediatrics), DNB (Pediatrics), FAIMER Fellowship in Pediatric Neurology & Epilepsy Postgraduate Diploma in Developmental Neurology Professor of Pediatrics Developmental Neuro Pediatrician TN Medical College & BYL Nair Hospital, Mumbai Director — AAKAAR Clinic Child Development Center Mumbai, India 📞 9869405747 🌐 www.autismdoctor.in for all post links click https://speechandsenses.blogspot.com/p/httpsspeechandsenses.html for autism ADHD speech delay behaviour disorders epilepsy learning disability
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Occuptional therapy: Exactly where it is needed most

By Dr Kondekar Santosh, Autism and therapies
According to the American Academy of Pediatrics (AAP), occupational therapy (OT) should be recommended primarily when a child has a demonstrable functional difficulty that interferes with daily activities, participation, learning, or independence—not simply because the child has a developmental diagnosis. ALL ADHD KIDS DONT NEED OT.  For children with autism, the AAP specifically identifies the following common indications: Fine-motor difficulties Poor grasp Difficulty manipulating objects Difficulty using crayons, pencils, scissors, buttons, zippers, etc. Poor hand coordination or dexterity Adaptive/self-care difficulties Dressing and undressing Brushing teeth Toileting-related skills Feeding with spoon/cup Personal hygiene Other activities of daily living Handwriting and visual-motor difficulties Poor pencil control Difficulty copying/drawing Difficulty writing Difficulty with classroom fine-motor tasks Feeding-related functional difficulties Di...
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“sensory overload,” “sensory diversion,” and “proprioceptive need”- dr kondekar

By Dr Kondekar Santosh, Autism and therapies
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A useful clinical distinction is that “sensory overload,” “sensory diversion,” and “proprioceptive need” can produce superficially similar behaviours—movement, covering ears, pushing, crashing, running away, aggression, repetitive activity—but their mechanisms and intervention targets are different. Differential clinical discussion 1. Sensory overload Sensory overload is a state in which the incoming sensory load exceeds the child’s ability to organize, filter, or regulate it. The child is not necessarily seeking more sensory input; rather, the child may be trying to escape or reduce input. Typical triggers include loud or multiple sounds, crowded environments, bright lights, touch, smells, or simultaneous demands. Behaviour may include: covering ears or eyes crying, screaming or shutting down escaping the environment pushing people away irritability or aggression increased stereotypies temporary loss of communication or cooperation The important clinical clue is contextual relationshi...
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