Format for giving information or follow up of your kid across whatsapp to Dr Kondekar

copy paste the following with answers

Name of child

Date of birth

City

Payment date and time and mode

See weekly symptom monitoring diary at http://bit.ly/monitoringautism

************

List changes as per--

Comparing now with two week back.. and send me pl

1. Eye to eye connection--

2.Concentration-

3-Obeying commands-

4.Response to sounds -

5. Unnecessary Jumping or running -

6.Biting mouthing throwing hitting hurting :

7.Sleep-

8.Constipation-

9.pointing, gripping, imitation, Writing -

10.Sounds from mouth-

11.Speech-

12. Pretend play, role play, Comprehension and Stories listening skills, sequential

13. Other (sensory issues/ school issues/behaviours)-

14. Mixing with peers in sitting games, group work

**********

List as gains and goals, rather than writing positives or negatives

List any medicine doses changed recently.

List any medicine couldn't be taken with number of days couldn't be taken. Read more at www.autismmumbai.com

for all post links click https://speechandsenses.blogspot.com/p/httpsspeechandsenses.html

Dr Santosh V Kondekar
Autism doctor India 9869405747
MD DNB DCH FCPS DNB FAIMER
fellowship Pediatric neurology & Epilepsy
Diploma Developmental Neurology
Prof Pediatrics T N Medical College Mumbai
Director AAKAAR CLINIC Byculla west Mumbai

A useful rule is to score the child's actual functioning during the week, not the best performance seen once.

Weekly 0–5 grading scale

Score	Meaning
0	Not demonstrated / severe difficulty
1	Rarely demonstrated; requires continuous adult help
2	Emerging; demonstrated occasionally with substantial prompting
3	Demonstrated inconsistently; moderate prompting needed
4	Usually demonstrated; minimal prompting
5	Consistent, spontaneous, functional performance

For behaviors such as hyperactivity or aggression, reverse the scoring so that 5 = well regulated and 0 = severe/persistent problem.

Weekly Autism–ADHD Development & Behavior Follow-up Checklist

Child: ____________________
Age: _______
Week: __________ to __________
Diagnosis/clinical profile: ____________________
Reviewer: ____________________

A. BODY STEADINESS AND LEARNING READINESS

Domain	0–5
1. Can remain seated appropriately	___
2. Can remain seated without constant physical prompting	___
3. Unnecessary motor activity is reduced	___
4. Can maintain an appropriate posture during learning	___
5. Can remain physically steady during conversation/story	___
6. Can transition from movement to sitting	___
7. Can remain in the learning area	___
8. Body appears calm and organized enough to learn	___

Weekly goal: __________________________________

B. NOTICING AND SOCIAL ORIENTATION

Domain	0–5
9. Notices when an adult approaches	___
10. Notices when someone calls or speaks to the child	___
11. Notices relevant objects/events around them	___
12. Orients toward the communication partner	___
13. Looks toward the person speaking	___
14. Maintains meaningful eye-to-eye connection	___
15. Shares attention toward an object/activity	___
16. Shows increased awareness of people around them	___

Weekly goal: __________________________________

C. LISTENING AND AUDITORY ATTENTION

This section should be particularly important because the proposed model places listening before expressive language.

Domain	0–5
17. Responds to spoken language	___
18. Listens without immediately leaving the activity	___
19. Listens without excessive visual distraction	___
20. Listens to a short instruction	___
21. Listens to two-step instructions	___
22. Maintains attention during conversation	___
23. Can listen to a story	___
24. Listening duration has increased from last week	___
25. Can listen without requiring constant repetition	___
26. Demonstrates evidence of retaining what was heard	___

Current sustained listening duration: ______ minutes

Target for next week: ______ minutes

D. RECEPTIVE LANGUAGE / UNDERSTANDING

Domain	0–5
27. Understands familiar words	___
28. Understands names of familiar objects	___
29. Understands action words	___
30. Understands simple phrases	___
31. Follows familiar instructions	___
32. Follows new instructions	___
33. Understands questions	___
34. Understands concepts such as size, location, quantity or sequence	___
35. Understands language in everyday situations	___
36. Demonstrates better understanding than the previous week	___

Important weekly observation:
What does the child understand now that was not understood previously?

E. EXPRESSIVE LANGUAGE AND COMMUNICATION

Domain	0–5
37. Uses meaningful sounds/words	___
38. Uses words spontaneously	___
39. Requests appropriately	___
40. Names familiar objects/actions	___
41. Combines words into phrases	___
42. Uses sentences meaningfully	___
43. Answers simple questions	___
44. Communicates needs without behavior	___
45. Initiates communication	___
46. Uses language socially rather than only repetitively	___

New words this week: ______
New phrases: ______
New sentences: ______

A key principle is to record understanding and communication separately. A child may understand substantially more than they can express.

F. COGNITIVE AND INTELLECTUAL LEARNING

Domain	0–5
47. Learns a new concept	___
48. Remembers previously learned information	___
49. Matches/categorizes appropriately	___
50. Understands simple sequences	___
51. Solves simple problems	___
52. Learns from verbal explanation	___
53. Transfers learning to a new situation	___
54. Demonstrates curiosity appropriately	___
55. Can shift from one idea/activity to another	___
56. Shows improved reasoning compared with previous weeks	___

New cognitive skill acquired: ______________________

G. ATTENTION AND ADHD/HYPERACTIVITY

For this section:

5 = well regulated / minimal interference
0 = severe interference

Domain	0–5
57. Can remain with one activity	___
58. Reduced excessive movement	___
59. Reduced impulsive leaving/running away	___
60. Reduced grabbing/touching without purpose	___
61. Waits briefly when asked	___
62. Can shift attention when called	___
63. Can complete a short task	___
64. Can return to task after distraction	___
65. Reduced distractibility	___
66. Improved learning time during the day	___

Estimated useful learning time/day: ______ minutes

H. EMOTIONAL REGULATION

Domain	0–5
67. Recovers from frustration	___
68. Tolerates “no” or delayed access	___
69. Tolerates changes in routine	___
70. Accepts adult guidance	___
71. Can transition between activities	___
72. Uses communication instead of distress behavior	___
73. Recovers quickly after becoming upset	___
74. Shows reduced anxiety during learning	___

Longest episode of dysregulation: ______ minutes

Major trigger observed: __________________________

I. AGGRESSION / VIOLENCE / SELF-INJURY

For these items, use the reverse scale:

5 = absent or well controlled
0 = frequent/severe

Domain	0–5
75. Hitting reduced	___
76. Biting reduced	___
77. Kicking reduced	___
78. Throwing objects reduced	___
79. Screaming reduced	___
80. Self-injury reduced	___
81. Aggression during demands reduced	___
82. Aggression during denied access reduced	___
83. Can recover without prolonged physical intervention	___
84. Can communicate distress instead of becoming aggressive	___

Number of significant episodes this week: ______

Previous week: ______

Main antecedent/trigger: __________________________

Successful response: ______________________________

For significant aggression, self-injury, or sudden behavioral change, this checklist should complement—not replace—a clinical assessment of medical, psychiatric, environmental, sleep, communication, medication, and safety factors.

J. FLEXIBILITY, CURIOSITY AND CONTROL OF ENVIRONMENT

This is particularly useful when a child becomes more knowledgeable and begins using that knowledge to control surroundings.

Domain	0–5
85. Accepts another person's suggestion	___
86. Accepts changes to preferred activities	___
87. Tolerates waiting	___
88. Accepts alternative choices	___
89. Moves away from rigid routines	___
90. Uses curiosity constructively	___
91. Negotiates through communication rather than behavior	___
92. Can return to learning after getting what was wanted	___

K. SCHOOL READINESS

Domain	0–5
93. Sits in a learning setting	___
94. Looks toward the teacher	___
95. Listens to teacher instructions	___
96. Follows classroom routines	___
97. Completes a short structured activity	___
98. Listens to a story	___
99. Understands the story	___
100. Responds appropriately to questions	___
101. Waits for a turn	___
102. Participates without continuous one-to-one prompting	___

Current story-listening duration: ______ minutes

Current independent learning duration: ______ minutes

Weekly Goal Sheet

Rather than trying to improve all 102 items simultaneously, select 3–5 priority goals each week.