Autism ADHD Doctor Mumbai india Dr SV Kondekar

20 Occupational Therapy Activities Reimagined Using the "Brain Before Body" Concept Principle : The activity should not end with movement. Every movement should become an opportunity for attention, listening, language comprehension, executive function, social interaction, and problem-solving. The therapist's role is to continuously engage the child's brain during the activity. 1. Climbing a Ladder Traditional OT: Climb up and down repeatedly. Brain Before Body: - "Climb to the red teddy." - "Stop at the second step." - "Now come down after I clap." - Ask the child to remember two instructions. Brain skills: Listening, sequencing, inhibition, working memory. 2. Swing Therapy Traditional OT: Passive swinging. Brain Before Body: - Swing only after eye contact. - Count swings together. - Stop when therapist says "freeze." - Identify pictures placed around the room. Brain skills: Joint attention, auditory processing, response inhibit...

Brain Before Body: A Neurodevelopmental Rationale for Prioritizing Cognitive and Social Brain Functions Over Motor Interventions in Autism Spectrum Disorder Dr. Santosh V. Kondekar MBBS, MD (Pediatrics), DNB, DCH, FCPS Developmental Neuro-Pediatrician Abstract Autism Spectrum Disorder (ASD) is traditionally described as a disorder of social communication accompanied by restricted and repetitive behaviours. Over the past three decades, intervention strategies have increasingly incorporated sensory integration, occupational therapy, gross motor exercises, balance training, and physical activity. Although these approaches may improve motor competence, sensory regulation, and participation, accumulating evidence suggests that they rarely produce substantial improvements in the defining features of autism—social reciprocity, language, communication, symbolic thinking, and adaptive cognition—when implemented in isolation. The "Brain Before Body" concept proposes that intervention p...

Among antipsychotics, the adverse effect most commonly perceived as "increased physical activity" is akathisia , a syndrome of inner restlessness accompanied by pacing, inability to sit still, constant leg movements, rocking, or repetitive walking. It can easily be mistaken for hyperactivity, worsening ADHD, agitation, or behavioral deterioration. The antipsychotics with the highest propensity to cause akathisia are: High risk Moderate risk Low risk Haloperidol Risperidone Clozapine Fluphenazine Lurasidone Quetiapine Trifluoperazine Ziprasidone Olanzapine Aripiprazole* Paliperidone Chlorpromazine Brexpiprazole* (less than aripiprazole) Cariprazine* *Partial dopamine agonists (aripiprazole, brexpiprazole, cariprazine) are particularly associated with subjective restlessness despite being second-generation antipsychotics. In children with autism or developmental disorders, akathisia may present as: Increased pacing or wandering Constant...

Mainstream Education for Children with Autism: Admission, Retention, Promotion, Rights, Responsibilities and the Road to Inclusive Education Introduction Education is a fundamental human right. It is not a privilege earned through academic excellence, behavioural conformity, or the absence of disability. Every child, irrespective of developmental differences, deserves equal access to quality education in an environment that promotes dignity, participation, learning, and social belonging. For children with Autism Spectrum Disorder (ASD), mainstream education remains one of the greatest unmet challenges despite progressive legislation in India and across the world. Although laws increasingly recognize inclusive education as a right, implementation remains inconsistent. Many families continue to encounter refusal of admission, pressure to seek special schools, inadequate classroom support, denial of reasonable accommodations, repeated suspensions, or refusal of promotion to th...

Right to Education in Mainstream Schools for Children with Autism: A Movement by Ace Place Foundation Every Child Deserves a Place in Every Classroom Education is not a privilege reserved for a few. It is a fundamental human right. This right becomes even more meaningful when it comes to children with autism, who have historically been excluded from mainstream education because of misconceptions, inadequate support systems, and societal prejudice. The Ace Place Foundation believes that every child with autism deserves the opportunity to learn, grow, and participate alongside their peers in regular schools. Our movement is built on a simple principle: "Every Child. Every Classroom. Every Opportunity." Inclusion is not charity. Inclusion is justice. Children with autism possess unique strengths, abilities, and ways of understanding the world. Their differences should never become reasons for denying them access to quality education. Instead, mainstream schools shoul...

21 Golden Rules to Develop Expressive Speech in Children with Autism Dr. Santosh V. Kondekar Developmental Neuro-Pediatrician Language is much more than speaking words. The real purpose of language is to connect with people, share thoughts, express feelings, ask for help, build relationships, and participate in society. Many children with autism struggle with expressive speech, but the problem often begins much earlier than speech itself. Before a child can speak meaningfully, the child must first learn to listen, understand, observe, and enjoy social interaction. Parents often become anxious because their child is not talking. They begin asking repeated questions such as "What is this?" or spend hours teaching vocabulary cards and object names. However, language does not develop by memorizing words alone. It develops through meaningful human interaction. The foundation of expressive speech is receptive language, social attention, and shared experiences. In si...

Why Do Many Children with Autism Develop ADHD-like Behaviour? A Developmental Perspective Santosh V. Kondekar Abstract Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) are among the most prevalent neurodevelopmental disorders of childhood and frequently coexist. Epidemiological studies consistently report that 30–70% of autistic children exhibit clinically significant ADHD symptoms, while many children with ADHD display autistic traits. Contemporary literature largely attributes this overlap to shared genetic susceptibility, common neurobiological pathways, and overlapping impairments in executive functioning. However, these explanations do not fully address an important clinical observation: many autistic children appear relatively calm during infancy but gradually develop increasing hyperactivity, impulsivity, oppositional behaviour, emotional dysregulation, and aggression over time. This article presents Dr. Kondekar's Developmental ...