Autism ADHD Doctor Mumbai india Dr SV Kondekar

IMPULSIVENESS it may be just begining of ADHD ,OR JUST A TANTRUM OR STUBBORNNESS USUALLY, or a controlling behaviour. here are some tips Dr Kondekar tried to help with repeatedly demanding different things, insisting that the parent comply, and then hitting when the demand is refused—is not simply a “therapy problem.”  I would treat it as a specific learned communication/behaviour pattern that needs a fresh functional assessment rather than simply adding more therapies. The important question is: “What does the child obtain by asking repeatedly and hitting?” In autism, aggression can function as communication. It may obtain an object/activity, adult attention, escape from a demand, or control over what happens next. If hitting reliably produces the desired outcome, the child can learn that “hitting works.” What I would do at home Do not try to stop every request. Instead, separate requesting from controlling . For example: Child: “Mobile! Mobile! Mobile!” Parent: “Ask on...

 “Vibhuti Yoga” using the idea of the Bhagavad Gita’s  chapter 10, Vibhuti Yoga—recognising the special qualities and manifestations present in oneself, other people, living beings and the surrounding world— पहले “मैं” को महसूस करना → फिर “तुम” को पहचानना → फिर “हम” को समझना → फिर “दुनिया” से जुड़ना। For many autistic children, the difficulty is not simply lack of speech. There may be inadequate awareness of self, body, other people, changes in the environment, sensory information and the relationship between actions and consequences. Therefore, intervention can deliberately move from self-awareness → people-awareness → environmental awareness → shared awareness. Vibhuti Yoga concept for autism  click to see the video 1. मैं हूँ — Awareness of Self Begin with the child's own body and actions. यह मेरा हाथ है। यह मेरा पैर है। मैं बैठा हूँ। मैं चल रहा हूँ। मैं देख रहा हूँ। मैं सुन रहा हूँ। मुझे अच्छा लग रहा है। मुझे परेशानी हो रही है। मैंने यह किया। मेरे करने से यह हुआ। The ...

Autism: Beyond the Label — Understanding the Communication Chaos Autism is not just a problem of speech or eye contact. These are only some of the visible manifestations of a much larger developmental difference. At its core, autism can be understood as a condition in which the brain processes, integrates and communicates information differently. The difficulty may affect communication with other people, communication between different parts of the body, integration between different senses and actions, and the ability to use these skills for age-appropriate everyday activities. The degree of difficulty can vary enormously from one child to another. One child may have relatively mild difficulties in one area and profound difficulties in another. Therefore, autism should never be understood as a single, uniform condition. Think of the brain as a huge communication network. There are countless neural pathways carrying information between the brain, the senses, the muscles, emotions,...

First build the input, then expect the output One of the most important principles in developmental intervention is often overlooked: Without initiating cognition through meaningful input, working only on output is like losing the learning window. A child does not learn merely by being trained to produce a response. The usual developmental sequence is: INPUT → ATTENTION → PROCESSING → COGNITION → RESPONSE → LEARNING The child first receives information through the senses, attends to it, recognises its meaning, connects it with previous experiences, and then produces an appropriate response. Over time, repeated meaningful experiences build cognition, communication and learning. Therefore, if we spend most of our effort trying to pro duce an output—making the child say a word, imitate an action, make eye contact, perform an exercise or follow a command—without ensuring that the child is actually receiving, attending to and processing meaningful information, we may be training a r...

Prioritisation of Goals in Autism: From Comprehensive Assessment to Meaningful Intervention - Dr Kondekar Abstract Autism is a heterogeneous neurodevelopmental condition in which difficulties and strengths vary substantially between individuals and across developmental stages. Although comprehensive assessment is essential, comprehensive assessment should not be confused with comprehensive intervention. A major clinical challenge is deciding which goals should receive the greatest attention, therapy time, family effort, and educational resources at a particular point in development. When multiple difficulties coexist—such as communication impairment, reduced attention, sensory dysregulation, repetitive behaviour, sleep disturbance, feeding difficulties, emotional dysregulation, and adaptive-skill deficits—attempting to address all domains simultaneously may dilute intervention intensity and reduce functional impact. Contemporary guidance supports individualized, measurable, family-info...

From “Sensation” to “Sense” — From Being Occupied to Being Aware Adding life to senses. Adding sense to life. A child may receive many sensory experiences, activities and therapies. But sensory stimulation alone is not the ultimate goal. The real goal is to help the child: NOTICE → ATTEND → LISTEN → UNDERSTAND → CONNECT → COMMUNICATE → LEARN → PARTICIPATE The developmental journey can therefore be expressed as: SENSATION ↓ AWARENESS ↓ ATTENTION & LISTENING ↓ UNDERSTANDING ↓ THINKING ↓ COMMUNICATION ↓ LEARNING ↓ PARTICIPATION IN LIFE The purpose of intervention is not merely to keep a child busy or occupied. It is to help the child become aware of the world, make sense of it, and meaningfully participate in it. A stronger closing message Don’t just add activities to a child’s day. Add awareness, understanding and meaning to the child’s life. Make Sense. Shape the Future. — Dr. Santosh Kondekar Developmental Neuro-Pediatrician www.myautismguru.com

The Receptive Window in Autism: Leveraging Low-Activity States for Optimal Language Acquisition Dr. Santosh V. Kondekar Neurodevelopmental Pediatrician Mumbai, India Contact: +91 9869405747 Abstract Background: Conventional language teaching strategies in children with Autism Spectrum Disorder emphasize active engagement, repetition, and response-driven interaction. However, such approaches often fail to account for neurocognitive readiness. Objective: To define and elaborate the concept of the Receptive Window as a state of steadiness of body and mind , and to integrate it within a cognitive sensing framework for optimizing language acquisition. Methods: This is a conceptual clinical analysis based on longitudinal observations and five illustrative case studies. The framework integrates sensory integration theory, attention network models, and predictive processing principles. Results: Periods of reduced motor activity and quiet alertness were associated with improved ...

ऑटिज़्म पर नौ दोहे  १. स्थिरता और ध्यान तन-मन जब स्थिर रहें, जागे सच्चा ध्यान। आँख-कान जब सजग हों, खुलता सीखने ज्ञान। जितना गहरा ध्यान हो, उतना गहरा ज्ञान। स्थिरता से सीखता, बालक अपना जहान। २. पहले सुनना-समझना करने वाली दुनिया से, पहले सुनना सीख। सुनकर समझे अर्थ को, फिर करने की सीख। आँख-कान से जगत को, पहले ले पहचान। समझ बने आधार जब, तब सार्थक हो ज्ञान। ३. रिश्तों की शुरुआत घर से रिश्ते घर से जुड़ें पहले, घर से बने संवाद। माँ-बाप और परिवार से, जागे प्रेम-प्रसाद। घर में जिसने मित्रता, सीखी सहज-समान। बाहर की दुनिया में फिर, आसान हो पहचान। ४. समाजीकरण घर से बाहर बच्चों की भीड़ में, मत ढूँढो सामाजिकता। घर में संवाद जगाइए, वहीं बने आत्मीयता। परिवार से बातचीत, परिवार से व्यवहार। घर से निकले सामाजिकता, घर से निकले प्यार। ५. भाषा, बुद्धि और विचार बातों से भाषा बढ़ती, संवादों से विचार। प्रश्न-जवाब की चर्चा से, खुलता बुद्धि-द्वार। शब्द अकेले भाषा नहीं, अर्थ बने आधार। बोलना जब विचार बने, तब संवाद साकार। ६. मैत्री और संवाद मैत्री केवल साथ नहीं, मन से मन का मेल। सुनना, समझना, उत्तर देना, संवादों...

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. 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 Difficulty using utensils Difficulty developing age-appropriate feedin...