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 hindi and english 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 m...

Purposeful Occupational Therapy in Autism: From Occupying the Child to Developing Awareness, Understanding, Thought, and Functional Participation A cognitive, occupation-based and real-life framework for autism intervention Abstract Occupational therapy (OT) in autism is often experienced by families as a collection of activities: sensory play, fine-motor exercises, puzzles, ball activities, imitation tasks, handwriting practice, postural exercises, or structured play. These activities may have legitimate therapeutic value. However, an important clinical distinction must be made between an activity that occupies a child and an activity that develops the child's capacity to function in life . This article proposes the concept of Purposeful Occupational Therapy (Purposeful OT) as a conceptual framework in which therapeutic activities are not selected merely because a child can perform them, but because they contribute to awareness, understanding, cognition, communication, adaptive b...

21 Activities for Sustained Sitting and Patience in Autism 1. Snakes & Ladders — practise sitting, waiting for the dice, turn-taking and accepting winning/loss. 2. Ludo — encourage the child to remain seated while waiting for 2–3 other players to complete their turns. 3. UNO cards — excellent for sitting, visual attention, following rules and impulse control. 4. Carrom — combines sitting tolerance with fine-motor control, waiting and turn-taking. 5. Chess — for developmentally ready children, practise prolonged sitting, planning, inhibition and waiting. 6. Tic-Tac-Toe — start with short games and gradually play several games consecutively. 7. Jigsaw puzzles — ask the child to remain seated until a small section is completed before taking a movement break. 8. Table-top construction — Lego, blocks, stacking cups or construction toys can gradually extend seated engagement. 9. Story sitting — begin with a 2–3 minute story and gradually increase the duration. Ask the child to turn pages...

Multilingual Exposure in Autism: Language Is a Mode of Communication, Learning Language Is the Goal @autismdrmumbai One of the most persistent questions parents of autistic children are asked is: “Which language should we speak to the child?” Very often, the next statement follows immediately: “Do not speak two or three languages. The child will get confused.” This idea has been repeated for years. Families may be advised to stop speaking their mother tongue, grandparents may be asked not to speak their own language, and parents may be told to use only English because they believe English will help the child “catch up” faster. But the fundamental question is different: Is the important issue which language the child learns—or whether the child is learning to communicate? Language is a mode of communication. The larger developmental objective is communication, comprehension, social connection, attention, imitation, understanding, and the ability to use symbols meaningfully. A c...