Autism ADHD Doctor Mumbai india Dr SV Kondekar

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...

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

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...

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...

What sensory system is involved? What pattern is occurring? What mechanism is producing the behaviour? The major clinical controversy is that a child may display a “sensory-looking” behaviour without the primary problem actually being sensory. Therefore, sensory assessment should explain behaviour, not automatically become the treatment target. KONDEKAR SENSORY FRAMEWORK FOR DEVELOPMENTAL DISORDERS A practical framework for sensory issues, sensory mimics and goal-directed sensory intervention “Sensory exercises should be a medium, not the destiny of therapy.” — Dr Kondekar The purpose of sensory assessment is not to label every unusual behaviour as a sensory disorder. Its purpose is to determine whether a sensory factor is actually interfering with receptiveness, attention, cognition, communication, behaviour or participation . A useful clinical sequence is: SENSATION → PERCEPTION → REGULATION → ATTENTION → MEANING → COGNITION → COMMUNICATION → PARTICIPATION If sensory intervention imp...

Different Conditions, Different Primary Needs Dr Kondekar’s Functional Developmental Perspective on Intellectual Disability, Cerebral Palsy and Autism Ten-point summary Dr Kondekar’s principle is that diagnosis alone should never determine the therapy programme; the child’s dominant functional bottleneck should determine the priority. Dr Kondekar suggests that every developmental condition has a characteristic primary functional challenge, even though individual children may have additional and sometimes more urgent needs. In Intellectual Disability, Dr Kondekar emphasizes adaptive functioning, survival skills, self-care and progressive independence. In Cerebral Palsy, Dr Kondekar emphasizes functional movement, posture, mobility and locomotion because movement provides access to the environment and participation. In Autism, Dr Kondekar strongly emphasizes human connection—understanding people, communicating with people, reciprocal interaction and participation in family and co...