Autism ADHD Doctor Mumbai india Dr SV Kondekar

Reframing “Stimming”: Repetitive Behaviours as Neurodevelopmental Signals Rather Than Hedonic Preferences Stimming: An Academic Perspective on Regulation, Avoidance, and Developmental Enablement Running Title Reframing Stimming as a Developmental Signal Keywords Repetitive behaviours; Stimming; Autism spectrum disorder; Sensory regulation; Developmental plateau; Neurodevelopmental disorders; Cognitive inflexibility; Sensory modulation; Developmental enablement; Restricted and repetitive behaviours Abstract Repetitive movements, vocalizations, object use, and behavioural rigidity are core features of several neurodevelopmental conditions, particularly autism spectrum disorder. These behaviours are commonly described under the umbrella term “stimming,” implying self-stimulatory activity driven by intrinsic reward. However, clinical perspectives suggest that such behaviours frequently represent regulatory strategies, avoidance responses, or markers of developmental arrest rather than hedo...

The Potter and the Train: Understanding Developmental Care Through Powerful Analogies Expanding the Analogy: From Shaping Clay to Guiding a Train To truly understand the depth of developmental care, we must look beyond individual therapies and see the broader journey of the child’s brain development. Two powerful metaphors —  the potter shaping clay  and  the train returning to its track  — together illustrate why central leadership by a Developmental Neuro Pediatrician is essential. Development as a Pottery Process As discussed earlier: The child is like clay — dynamic, responsive, and capable of transformation Therapists are the skilled hands shaping specific contours The Developmental Neuro Pediatrician is the master potter controlling speed, pressure, moisture, and timing Without continuous adjustment, the structure may collapse, distort, or crack. But shaping alone is not enough — the clay must also move in the right direction. Neurodevelopmental Disorders as a ...

The Central Leadership Role of the Developmental Neuro Pediatrician A Strong Clinical Perspective on Why Coordinated Developmental Care Must Be Medically Led Introduction Children grow through a complex process of brain development that influences movement, language, cognition, behavior, emotions, and social interaction. When concerns arise — whether subtle or obvious — timely and correctly guided intervention can significantly change the child’s trajectory. Yet developmental care is often fragmented, with therapies running in parallel without central clinical leadership. This is where the Developmental Neuro Pediatrician becomes indispensable — not merely as a diagnostician, but as the architect, coordinator, analyst, and decision-maker guiding the child’s developmental roadmap. This article presents a strong clinical perspective: developmental care achieves optimal outcomes only when centrally led by a developmental neuro pediatrician with continuous reassessment and goal redirection...

Risperidone in Autism: Facts, Safety, Myths, Clinical Guidance, and Practical Counselling - Dr Kondekar Autism Doctor  Introduction Medications like risperidone are widely used across the world to help children with autism who have significant behavioural and social regulation difficulties. Despite strong clinical evidence, many parents feel anxious because of confusing or inaccurate information online. This article explains why risperidone is used, its safety, addresses common fears and misconceptions, and provides practical monitoring guidance so families can make informed decisions. By intermitent underplaying risperidone when it is needed for peace of mind, we are spoiling his personality for lifetime to an aggressive personality. Why Risperidone Is Used in Autism Risperidone is prescribed when behavioural challenges significantly interfere with a child’s learning, safety, therapy participation, or family functioning. It may help with: Severe irritability Aggression...

Connection to Conversation in Autism: Why Changing Goals Changes Outcomes Introduction In autism, progress often depends not only on therapy intensity but on what goals we choose . Many children remain stuck because interventions focus on surface behaviors instead of foundational developmental processes like connection, listening, and thinking. Modern neuroscience and developmental psychology suggest that when we shift goals toward social engagement, auditory processing, and cognitive readiness, meaningful communication and adaptive behavior improve. This article expands the developmental pathway by introducing a crucial concept: turning the goals in autism to see real change. The Foundation: Connection Builds Communication Children need to understand the fundamental need of life — humans connect to communicate. When a child spends more time with people rather than objects, sustained engagement develops. This leads to better awareness of family members, improved eye contact, and readin...

1. Understand need of life that he needs to connect with humans to communicate with them.  2. For this he need to spend his maximum time for the same and not for objects.  3 Once we decide this, we need sustained good sitting which will make child aware of family members a longer time.  4. This helps improve eye to eye connection  5. Once u start connecting longer, ears open up for listening.  6. Once sustained story listening comes, language understanding and converstaion can b initaited.  7. Read more at www.neuropediatrician.com  8. A doctors job is to fix the child dish antena by making body and mind study.  9. This helps initiate sustained connection with child.  10 Remember autism is a software problem, if u keep on giving exercises to hand and feet, u r missing out on listening. 10. One who connects less, listens less and hence talks less. one who connects sustained an dlonger, listens deep and thus learns stories and conversations for...