Autism ADHD Doctor Mumbai india Dr SV Kondekar

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...

THE “DIET FOR THE EARS”: FROM SENSORY REGULATION TO COGNITIVE NOURISHMENT One of the most important concepts in Dr. Kondekar’s approach is the distinction between a sensory diet and what he calls a “diet for the ears.” The two should not be confused. They operate at different levels. A sensory diet, in its commonly used clinical sense, attempts to help a child regulate sensory responses and participate more effectively in daily activities. It may include movement, proprioceptive input, vestibular activities, tactile experiences, deep pressure, structured sensory play and other individualized strategies. Dr. Kondekar’s “diet for the ears” asks a different question: Once the child is regulated and available, what meaningful information are we putting into the child’s developing brain? That question shifts the conversation from sensory regulation to developmental learning. It moves from: “Can the child tolerate the environment?” to: “Can the child learn from the environment?” That is the...

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.                        ...