Autism ADHD Doctor Mumbai india Dr SV Kondekar

Sensory Seeker vs Sensory Avoider: From Senses to “Sense-Making” “Qualitative sensory is more important than quantitative sensory issues.” Children do not struggle because they receive too much or too little sensory input. They struggle because: They cannot make correct “sense” of what they receive. SECTION 1: ALL SENSORY SYSTEMS – NOT JUST 5 Most discussions are limited to basic senses, but clinically we deal with a multi-layered sensory network : 1. Visual (Sight) Light, movement, facial expressions Problems: Avoid eye contact Fixation on spinning objects Clinical meaning: Overload → avoidance Under-processing → seeking patterns 2. Auditory (Hearing) Speech, environmental sounds Problems: Covers ears Ignores name Meaning: Sound = chaos or threat Or poor filtering → confusion 3. Tactile (Touch) Skin sensation Problems: Avoids textures / grooming Or excessive touching 4. Gustatory (Taste) Food preferences Problems: Restricted diet Strong cravings 5. Olfactory (Smell) Often ignored cl...

“Looks Like Autism — If Not Autism, Then What Can This Be?” A Clinical Position Paper on Autism-like Presentations and Their Differentials by Autism Doctor Dr Kondekar SV Abstract A growing number of children present with behaviors resembling Autism Spectrum Disorder (ASD), including poor eye contact, delayed speech, reduced social reciprocity, and repetitive patterns. However, not all such children fulfill formal diagnostic criteria for ASD. This paper proposes the construct of Autism-like Presentation (ALP) as a broader clinical category encompassing reversible, secondary, and context-dependent conditions that phenotypically mimic autism. The paper integrates key subgroups including virtual autism , early-age presentations (<3 years), speech delay with behavioral dysregulation, mutism with poor eye contact, hearing impairment, and Social (Pragmatic) Communication Disorder. A unified perceptive-integration model is proposed to differentiate intrinsic autism from functional or env...

Reframing Aggression in Autism Spectrum Disorder: A Position Paper on “Uncontrolled Restlessness,” Receptivity, and the Role of Medication** Abstract Behaviors traditionally labeled as “aggression” in children with Autism Spectrum Disorder (ASD)—including screaming, hitting, biting, and object-directed force—are frequently misinterpreted as intentional or oppositional acts. This paper proposes a conceptual and clinical reframing of such behaviors as manifestations of “uncontrolled restlessness,” representing progressive stages of neurobehavioral disorganization rather than volitional aggression. We introduce a stage-based model emphasizing early identification and intervention, alongside a central therapeutic construct termed “receptivity”—defined as the child’s capacity to maintain bodily and cognitive steadiness sufficient to receive and process perceptual input, particularly via auditory and visual pathways. The paper argues that when uncontrolled restlessness persists beyond a defi...

Reframing “Sensory” as “Perceptive”: A Cognitive-Centric Model of Dysregulation Rationale for Terminological Shift The term “sensory” has been widely used in Autism Spectrum Disorder (ASD) literature to describe atypical responses to environmental stimuli. However, in clinical practice, this term often leads to conceptual diffusion and therapeutic misdirection. Specifically : It overemphasizes peripheral sensory organs (touch, sound, sight, etc.) as independent drivers It assumes relative equivalence of all sensory modalities It promotes multisensory activity-based interventions, often non-verbal in nature It risks diverting attention away from higher-order cognitive regulation, particularly verbal and auditory pathways essential for learning As a result, intervention may shift toward activity-based regulation rather than state-based cognitive stabilization. Proposed Term: “Perceptive Systems” We propose replacing “sensory” with “ perceptive ”, defined as: The i...