Autism ADHD Doctor Mumbai india Dr SV Kondekar

AUTISM AND DIET: EVERYONE HAS AN OPINION — BUT WHO IS LOOKING AT THE CHILD? Dr. Kondekar’s perspective on the diet obsession, constipation and the “diet for the ears” watch video by Dr Kondekar before you read the topic click here   There is a curious phenomenon that almost every parent of an autistic child encounters. The moment the diagnosis is made, everyone seems to have a diet to suggest. Stop milk. Stop gluten. Stop sugar. Stop maida. Stop cheese. Give probiotics. Give supplements. Try a ketogenic diet. Try a gluten-free, casein-free diet. Remove preservatives. Remove packaged foods. Try this powder. Try that probiotic. The grandmother has a diet. The neighbour has a diet. Another parent has a diet. The therapist has a diet. Social media has a diet. Soon, parents who came to the doctor with a neurodevelopmental concern are spending their days worrying about food. The question that needs to be asked is simple: When did autism become primarily a dietary problem? It did not...

10 Simple EARLY INTERVENTION Turn-Taking Games for a 2-Year-Old Child with Autism whatsapp 9869405747 for more  For a 2-year-old autistic child, the goal is not to teach a complicated “game.” The goal is to create a predictable, enjoyable “my turn → your turn → my turn” interaction. Dr. Kondekar insists: “Activity nahi, interaction seekhani hai.” The purpose of these games is therefore not simply to make the child perform an activity. It is to help the child notice another person, wait for another person, respond to another person and enjoy doing something together. Dr. Kondekar recommends beginning with short, successful repetitions rather than expecting prolonged participation. Even 2–3 reciprocal exchanges can be an important beginning. 1. Roll the Ball — “My Turn, Your Turn” Sit facing the child and roll a large ball toward them. Help the child roll it back. Use the same words every time: “My turn… your turn!” Gradually increase the number of exchanges. Dr. Kondekar says: “Soci...

Listening First, Brain Before Body: Building Readiness Before Performance in Autism Dr. Kondekar’s framework: Build the brain’s readiness to receive meaning before asking the body to perform One of the most important questions in early autism intervention is not simply, “What can the child do?” The more important question is: “What has the child understood?” A child may be able to sit, match, point, imitate, complete a puzzle, follow a visual schedule, identify pictures, perform an occupational-therapy activity, or produce a memorised word—and yet still struggle profoundly with understanding language, thinking flexibly, imagining situations, organizing thoughts, answering questions, narrating experiences, or using language spontaneously. This creates a fundamental problem in autism intervention: The body may be trained to perform before the brain has been adequately prepared to understand.                        ...

. 100 Questions Parents Ask While Preparing an Autistic Child for School Admission, Communication and Socialisation A. SCHOOL ADMISSION AND SCHOOL READINESS What does school readiness really mean? School readiness means being sufficiently steady, attentive, communicative and socially available to participate in classroom learning. Is knowing ABC and numbers enough for school admission? No; the child must also be able to listen, follow instructions, sit, wait, communicate and participate. Should I focus on academics before school admission? First build the developmental foundations that allow the child to learn academics from a teacher. Should my child learn writing before admission? Writing is useful, but sitting, attention, listening, imitation and following instructions are often more fundamental. Should my child learn to recognise colours? Yes, but recognition should not replace attention, communication and participation with people. Should my child memorise ...

Teach the Child to Stop: From Movement and Sensory Seeking to Stillness, Human Connection and School Readiness When parents take a child for developmental therapy, they often see a great deal of movement. The child is encouraged to jump, run, climb, crawl, swing, balance, push, pull, roll, spin, crash, carry and move from one activity to another. Many of these activities can have a legitimate therapeutic purpose. Movement may support motor planning, coordination, postural control, body awareness and arousal regulation. But Dr Kondekar asks parents to look beyond the movement itself and ask one fundamental question: “What is the child learning to do after the movement stops?” This question changes the entire way we think about therapy. The objective of therapy is not to create a child who can perform an impressive number of movements. The objective is to help the child participate in family life, social life, school and eventually independent life. And school require...