Appointment with Dr Kondekar, first time: Online or at clinic . Please read below
To know more about taking appointment Dr Kondekar for help best advice treatment and care in kids and children with autism and ADHD, hyperactivity and learning disability:
Same procedure even if the diagnosis different, just mention as other diagnosis. This page can be shared as link http://bit.ly/connect2communicate
IF YOU DIDNOT GET ANY CONFIRMATION, PLEASE BOOK APPOINTMENT ACROSS WHATSAPP NUMBER GIVEN BELOW. OR CLICK HERE
- Whatsapp the Child Name Date of birth and City with proposed date and time of appointment to 91-9869405747 or click on the link "click for help" for same.
- For clinic appointment please find address map at www.autismdrmumbai.com or whatsapp 7715840238/ 9869405747
- List your 5 key issues [goals] in order of priority and/or emergency if any in 1 line.
- Appointment will be across video call or direct visit at site with time and date as per your covenience. Any last old report/ prescription , medicines going on with doses and any other reports or events felt important can be shared liberally with above whatsapp number 9869405747 for saving time of consultation for quality discussions. The calls has to be done by parent, via a mobile device and not laptop as/ back/ rear camera is needed. one may use whatsapp, Meet, Botim etc. preferably keep same number for further online communication, or make a whatsapp group by the name of child with 2 family members added to the group.
- Payment to be made prior to the appointment. new case 3000/- old case 1500 INR/-
- Confirm the appointment after making payment at QR code at the bottom of this page
- For bank account transfer download details of account here https://kondekar.weebly.com/uploads/1/3/8/3/13830206/bank-account.png
- Child is not needed facing the camera, but awake in the room without any object in hand. Child needs to be seen from along distance in rear camera.
- click here about reading more about speech delay, autism, adhd, tests needed etc, Also read "Ten Commandments for Autism Reversal"
- for more information about dr and goal directed cogntive approach concept and video talks about topic visit www.autismdrmumbai.com
Dr Kondekar Santosh V is The Autism ADHD Specialist Practising at Various places in Mumbai and cities. You may check google reviews at following link https://maps.app.goo.gl/7xMHLo7UC8oVVdf2A
Dr tries his Best as Autism Doctor in Mumbai Pune Nashik Dahisar Vashi Juhu Dombivali and Byculla sites and in addition ADHD SLD Expert as Additional Professor of Pediatrics at T N Medical College and Nair hospital Mumbai. Periodically he visits Lucknow Delhi Bhubaneshwar and many cities including Kolhapur, Hyderabad, Kolkata and Nepal. There is a vast online patient support group online. There are citiwise parent support groups in the cities where he visits. He also provides online help to parents of kidss and speech delay as best autism doctor At this site he discusses how to chose best out of many best Autism Doctors in Mumbai and other cities.
how does dr kondekar approach a case of suspected autism
Dr. Kondekar’s Autism Management Protocol
AAKAR ND-CDC, Mumbai
Neuro-Developmental & Child Development Centre
Byculla West, South Mumbai
Dr. Santosh V. Kondekar
Developmental Neuro-Pediatrician
For information and educational resources related to autism, speech and communication delay, hyperactivity, ADHD, developmental delay and related concerns, parents can explore:
• myautismguru.com — parent-friendly autism guidance
• Speech & Senses — information related to speech and communication
• CDC Mumbai Facebook page — clinic updates and educational information
• Autism Dr Mumbai / AAKAR Clinic — clinical information and appointments
For appointments, video consultations and parent guidance:
WhatsApp: +91 98694 05747
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Dr. Kondekar’s Approach to Autism Management
Autism management should not be limited to a single therapy or a single symptom. The first objective is to understand the child as a whole: development, communication, behaviour, cognition, sensory responses, social interaction, neurological status, family environment, nutrition, sleep and other associated concerns.
The treatment plan should be individualized and goal-directed, with measurable objectives and periodic reassessment.
STEP 1 — Understand the Child and Confirm the Developmental Picture
The first consultation begins with a detailed discussion with the parents.
The objectives are to:
• understand the developmental history
• establish whether autism is likely
• identify developmental delays in different domains
• look for associated neurological or developmental conditions
• identify symptoms that may require separate evaluation
• understand the child's strengths as well as difficulties
• establish realistic priorities for intervention
A diagnosis of autism is primarily clinical. Investigations are not automatically required for every child simply because autism is suspected.
Additional investigations may be considered when clinically indicated—for example, to investigate seizures, neurological abnormalities, genetic conditions, hearing problems or other differential diagnoses.
Depending on the clinical situation, investigations may include EEG, MRI, genetic testing or other specialized investigations. Some investigations may be normal even when a child clearly has autism. A normal investigation does not rule out autism.
The purpose of investigations is therefore not to delay intervention but to answer specific clinical questions when they are relevant.
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STEP 2 — Share Videos and Developmental Information
Parents may be asked to share short videos that demonstrate the child's natural behaviour.
WhatsApp: +91 98694 05747
Videos are particularly useful when they show:
• how the child communicates
• how the child responds when called
• how the child plays
• how the child interacts with parents
• how the child responds to instructions
• repetitive behaviours
• hyperactivity or unusual movements
• situations that trigger aggression, crying or withdrawal
• everyday activities such as eating, dressing and playing
Parents should focus not only on what the child cannot do, but also on what the child can do and how consistently the child performs a particular skill.
Developmental assessment depends on understanding both abilities and limitations.
Speech delay should also not automatically be equated with autism. A child with isolated speech or language delay may require a different evaluation pathway, including hearing assessment when appropriate.
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STEP 3 — Complete the Developmental Information Before Consultation
Whenever possible, parents should provide the developmental history before the appointment.
This allows consultation time to be used more effectively for clinical examination, interpretation, counselling and treatment planning.
Relevant information may include:
• birth history
• neonatal history
• developmental milestones
• neurological history
• speech and language development
• social development
• behaviour
• sleep
• eating
• sensory concerns
• previous evaluations
• previous therapies
• previous medications
• school reports
• previous diagnoses
Parents may also be asked to complete developmental and autism-related questionnaires available through the relevant clinical resources.
At www.pedneuro.in, parents can access structured information and forms intended to help organize developmental history and autism-related observations.
Parents should answer as accurately as possible. Additional information can always be added if something important is not captured by a form.
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STEP 4 — Read and Understand Before the Consultation
Parents are encouraged to read reliable educational material before or after consultation.
The myAutismGuru resources provide parent-friendly information about:
• autism
• communication development
• speech delay
• behaviour
• developmental milestones
• listening and communication
• therapy goals
• developmental monitoring
• commonly asked questions
The purpose of this information is education and preparation—not self-diagnosis.
Parents should prepare a list of their most important questions before every consultation.
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STEP 5 — Monitor Development Systematically
Progress should not be judged only by whether the child “looks better”.
Parents and therapists should monitor specific functional outcomes.
Depending on the child, these may include:
• response to name
• response to spoken instructions
• attention
• communication attempts
• vocalization or speech
• functional language
• social interaction
• play
• structured activity participation
• reduction in problematic behaviour
• sleep
• eating
• school participation
• independence in daily activities
A simple weekly or monthly monitoring chart can help parents identify trends instead of relying only on memory.
The most important question is:
What has actually changed in the child's functioning?
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STEP 6 — Detailed Clinical Consultation
The direct consultation may be conducted at the clinic or through video consultation, depending on the clinical situation.
The developmental pediatrician integrates:
• developmental history
• neurological history
• behavioural observations
• parent videos
• developmental assessment
• clinical examination
• communication assessment
• social functioning
• sensory observations
• cognitive and adaptive functioning
When appropriate, standardized tools may be used, such as:
• Ages and Stages Questionnaire
• DDST-II
• VSMS
• DSM-5 autism criteria
• M-CHAT-R/F
• CARS-2
• ISAA
• INCLEN/AIIMS-related autism assessment tools
• sensory and developmental assessment instruments
Not every child requires every assessment.
The choice of assessment depends on the child's age, developmental level, clinical presentation and purpose of evaluation.
Dr. Kondekar also uses goal-directed clinical assessment to identify the specific developmental areas that should become priorities for intervention.
The clinical examination and direct observation remain particularly important. Questionnaires and videos support the assessment; they do not replace clinical judgement.
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STEP 7 — Explain the Diagnosis and the Developmental Priorities
After integrating the available information, the developmental pediatrician discusses:
• whether the child meets criteria for autism
• whether another developmental diagnosis is possible
• whether there are associated developmental problems
• whether further investigation is clinically indicated
• which developmental domains require immediate attention
• what should be done during the next phase of intervention
Parents may initially experience uncertainty, worry, rejection or denial after hearing a developmental diagnosis.
Counselling is therefore an important part of management.
The objective is not to create fear, but to help parents understand that developmental intervention is time-sensitive.
Early identification should lead to early, appropriate and goal-directed intervention.
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STEP 8 — Establish Three-Month Developmental Goals
Rather than attempting to change everything simultaneously, the family and clinical team should identify a small number of priority goals.
For example:
Goal 1 — Communication
Improve response, vocalization, gestures or functional communication.
Goal 2 — Attention and learning readiness
Improve the child's ability to listen, attend and participate in structured activities.
Goal 3 — Behavioural regulation
Reduce behaviours that significantly interfere with learning, communication or family functioning.
Other goals may include:
• eye gaze and shared attention
• following instructions
• imitation
• functional play
• social interaction
• speech
• adaptive skills
• sleep
• eating
• school readiness
• reduction of hyperactivity or impulsivity
Goals should be individualized according to developmental age and functional needs.
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STEP 9 — Neuroplasticity and the Need for Timely Intervention
Child development is dynamic.
During early childhood, the brain has considerable capacity to learn and reorganize through experience, interaction and repeated meaningful practice.
This is the basis for emphasizing timely intervention.
A useful clinical framework is:
INITIATION → REGULATION → CONSOLIDATION
A skill first needs to emerge, then become more consistent and finally become functional and generalized.
The purpose of intervention is therefore not simply to make a child perform an activity once, but to help the skill become useful in everyday life.
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STEP 10 — Medicines When Clinically Indicated
Medication is not a treatment for the core characteristics of autism itself.
However, medication may sometimes be appropriate for associated problems that interfere significantly with learning, safety or daily functioning.
Depending on the clinical situation, medication may be considered for issues such as:
• severe hyperactivity or impulsivity
• significant aggression or irritability
• severe sleep disturbance
• anxiety or other psychiatric symptoms
• seizures
• other specific neurological or behavioural problems
The choice of medication, dose, duration and tapering schedule must be individualized.
No medicine is completely free of possible adverse effects. Parents should be informed about expected benefits, possible adverse effects and the reason for prescribing each medication.
Medication should support developmental intervention rather than automatically replace it.
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STEP 11 — Therapy and Clinical Treatment Should Work Together
A common mistake is to discontinue therapy as soon as behaviour or attention improves with medication.
Medication and developmental therapy serve different purposes.
A useful analogy is:
Medicine may make the child more ready to learn; therapy provides opportunities to learn.
Therefore, when therapy is clinically indicated, it should continue with clearly defined goals.
Parents should ask the developmental pediatrician to provide therapists with appropriate instructions and priorities.
The important principle is:
ONE CHILD → ONE SET OF GOALS → ONE COORDINATED TEAM
Parents, developmental pediatricians, therapists and teachers should work toward common functional objectives.
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STEP 12 — Review, Measure and Modify
Autism management should not remain unchanged indefinitely.
The child should be reassessed periodically to determine:
• what has improved
• what has not improved
• which goals have been achieved
• which goals need modification
• whether therapy is appropriate
• whether therapy intensity needs adjustment
• whether medication remains necessary
• whether new developmental or behavioural concerns have appeared
Treatment should therefore follow a cycle:
ASSESS → PLAN → INTERVENE → MEASURE → MODIFY
The exact frequency of follow-up depends on the child's needs and the treatment being provided.
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What Parents Should Bring to the Appointment
Please bring, whenever available:
• previous developmental reports
• school reports
• therapy reports
• hearing reports
• neurological reports
• genetic reports
• EEG/MRI reports if previously performed
• medication details
• videos of relevant behaviours
• a list of current concerns
• a list of questions
Most importantly, come prepared to discuss:
What can my child do?
What can my child not yet do?
What has changed recently?
What is preventing the child from learning?
What are the three most important goals for the next phase?
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When Should Parents Seek a Developmental Assessment?
Parents should seek professional developmental assessment when there are concerns such as:
• delayed walking or other motor milestones
• delayed speech or language
• poor response to name
• inconsistent understanding of instructions
• limited social interaction
• reduced communication
• unusual repetitive behaviours
• significant hyperactivity
• developmental regression
• difficulty with play or social engagement
• persistent behavioural difficulties interfering with learning
A child does not need to wait until symptoms become severe before seeking assessment.
Early assessment helps distinguish developmental variation, developmental delay, autism and other conditions that may require different approaches.
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Autism Is Not the Same as Cerebral Palsy
Autism and cerebral palsy are different neurodevelopmental conditions.
Cerebral palsy primarily involves disorders of movement and posture resulting from disturbances in the developing brain.
Autism primarily involves differences or difficulties in social communication and interaction together with restricted or repetitive patterns of behaviour, interests or activities.
Both are neurodevelopmental conditions, but they should not be medically equated.
A useful conceptual model is to understand autism as involving multiple interacting developmental systems—including communication, social cognition, sensory processing and learning—rather than viewing it simply as a speech or behaviour problem.
The clinical objective is to identify the child's specific developmental difficulties and intervene accordingly.
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Dr. Kondekar’s Core Principle
Do not treat the label.
Understand the child.
Identify the developmental gaps.
Set measurable goals.
Intervene early.
Measure progress.
Modify the plan.
Autism management should be individualized, developmentally appropriate and goal-directed.
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Parent Resources
myAutismGuru
Understanding • Guidance • Support
www.myautismguru.com
Parent-friendly educational material based on Dr. Santosh Kondekar's developmental and listening-focused approach.
Speech & Senses
Educational material on speech, communication and developmental concerns.
AAKAR Clinic / ND-CDC
Byculla West, Mumbai
WhatsApp Parent Helpline:
+91 98694 05747
Parents may contact the team for information regarding consultation, video consultation and available educational resources.
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Important Disclaimer
The information provided through these resources is intended for general educational purposes. It is not a substitute for an individual medical assessment, diagnosis or treatment plan.
Autism and developmental disorders vary substantially between children. Investigations, medicines, therapies and follow-up schedules should therefore be individualized by a qualified healthcare professional.
Do not start, stop or change medication without appropriate medical advice.
In an emergency or if a child is at immediate risk of harm, contact the nearest hospital or emergency service.
Dr. Santosh V. Kondekar
Developmental Neuro-Pediatrician
AAKAR ND-CDC, Byculla West, Mumbai
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