Why my child is not improving in speech or learning faster despite giving risperidone?

 Rule is:
Whenever we donot see improvement in any field in life, it just means efforts in that direction are not enough or even if you are making lots of efforts, the time given for the directed efforts is not enough !

Risperidone is one of the approved drugs for behavioural issues in autism. It is not for speech development. its job is to keep the mind and body steady to facilitate learning receptiveness. Developing or focussing speech without focussed listening / understanding/ thinking is like empty vessel making sound.

follow up for best autism adhd advice with dr kondekar, please read before you take a follow up appointment

 Planning a follow up consultation appointment with dr kondekar, please read below:  [if you are planning consultation first time click here http://bit.ly/connect2communicate ]Send last prescription send payment list all changes and read http://www.bit.ly/followupautism

1. it can be booked across whatsapp or at www.autismdoctor.in

list following changes in approximate daily frequency before any update: 

1 Harming self or others or objects - needs specific medicines

2.Unuseful activities - to and fro, on the go, walking , wandering, climbing, jumping - needs specific medicines

3.Stool/ potty difficulty or incomplete clearance - needs specific medicines

4.Unusual sounds  by mouth shouting screaming or chuckling  or hand like tapping, clapping or objects like switches, doors or loudness - needs specific medicines

5.Night sleep between 12 to 6 am 

2. Date and covenient time shall be discussed across whatsapp text to 91-91-9869405747. usually a follow up is planned after 3 weeks of last consultation; as medicines or therapy strategy may need a change as per development. Any treatment / activity / therapy plan continued in autism adhd kids beyond 1 to 2 months without appropriate modifications will not let you progress in goals.

3. Weekly text based updates to dr, helps you consolidate easily about the progress report which we shall call as Gains & Goals. There is nothing like positive / negative effects. its always what we have gained and what we need to gain.

4. We look for Connection with the kid in terms of awareness, perception and eye to eye connection with humans around him. This makes the child receptive and helps child sustain the interaction with humans. our Goal is to have at least 20 %   to 50 % betterment every month, more than the last month. when the child is connected sustained, he/she is responsive for gestures and commands. in sustained manner.

5. We focus on steadyness of body and mind. This is called alignment in sitting to look and listen. sustained alignment is needed for sustained learning. Steadyness is disturbed by activities of hand and feet. the more we keep the child busy in objects and action, the more distracted the child will be. Constipation/ indigestion/ urine issues / colic/ pain / discomfort / confusion/ anxiety  are medical reasons for unsteadyness. [Restlessness of thought and action: UUMA,UUPA]

6. We insist on input (verbal/ gestural/ eye to eye ) to the child rather than working on output. Unless a good, quality and quantity verbal input is planned for a long time, one shouldnot expect output. intellectual Output in autism kids should be noted in sequence of understanding humans, understanding verbal /gestural communication and later object based understanding and communication and finally hand & speech based output. working on hand based output or speech based output without working on verbal or gestural or language based cognitive input is waste of time.

7. We need to work on internally integrating the Sensory Centers. As the senses give us information about world. Sensory center in brain in autism kids is not able to organise and integrate it for a meaning, due to paucity or breakdown in sensory circuits. WE NEED TO DEVELOP CONNECTIONS IN BRAIN, IN THE AREAS OF SENSORY CONTROL. Addition of verbal common sense by making the child look listen understand, helps the child develop sensory circuits by neuroplasticity. This will put all the sensory chaos in order. As long as the control is not strong, each and every sensory organ will behave as per its local input and that is how sensory issues in autism emerge. Please come out of the concept of sensory need.. it is just senses out of control. Goal directed cognitive approach aims at Adding life to senses.. so that we can add sense to life. Sensorychaos reflects in Unwanted Unuseful Physical Activities. [UUPA]. introducing new learning or development of new perception and awareness adds to anxiety in early phases, which is seen with fear, Unuseful Unwanted Mental activity  [UUMA]. All these amount to restless ness. 

8. Input decides the pattern of out put. if the kids maximum time is spent in xyz, the same xyz activity becomes permanent and the child may get obsessed or addicted or compulsive; developing rigidity of thoughts and behaviour. This will need specific medicines. Focus on verbal contextual cognitive sequential input to develop the same out put. Time spent on any else will not help in verbal skills. 

9. Learning occurs by novelty, dynamicity, difficulty and differntial information. Advanced learning need hierachial sequential steps, concepts , logic and calculations. if we keep teachhing same repititive, it adds to rigidity. limited understanding adds to ego. When not matured, ego will reflect in stubbornness. shit your focus from ADL as activities of daily living to Activities of Daily Listening based- Learning, Listening- stories, Logical thinking. this is priority before learning other activity.

10. Verbal cognition in composition, thoughts concepts, logic and intellectual verbal conversation is highest form of social cognition. Developing story listening skills is a must for mainstream school readyness.

why schools cannot refuse admission to a child with any issues? Right To Education act RTE

 

The RTE Act  mandates the appropriate governments and local authorities to provide for children’s access to elementary schools within the defined area or limits of neighbourhood.

“At the end of the day, the most overwhelming key to a child’s success is the positive involvement of parents.” — Jane D. Hull

Section 12 explains the responsibility of schools for providing free and compulsory education to children, namely

All Government schools shall provide free and compulsory education to all children 

Government aided institutions shall provide free and compulsory education to such percentage of students in elementary classes which equals the percentage of recurring aid received by it from the Government to the annual recurring expenditure incurred by the school, subject to a minimum of 25%

Private unaided institutions and special category schools shall provide free and compulsory education to at least 25% children belonging to disadvantaged groups and weaker sections admitted to class I or pre-primary classes. Such schools would be entitled to reimbursement at the per-child cost incurred by the Government. It has also since been clarified that residential private unaided schools, which do not start at class I, would not be required to admit 25% children from disadvantaged groups and weaker sections in their schools. 

The Right of Children to Free and Compulsory Education Bill, 2008, is anchored in the belief that the values of equality, social justice and democracy and the creation of a just and humane society can be achieved only through provision of inclusive elementary education to all. Provision of free and compulsory education of satisfactory quality to children from disadvantaged and weaker sections is, therefore, not merely the responsibility of schools run or supported by the appropriate Governments, but also of schools which are not dependent on Government funds.

Dr Kondekars hypothesis of autism as sensory equivalent of Cerebral palsy

Autism as the “sensory equivalent of cerebral palsy,” as conceptualized by Dr. Santosh Kondekar, is a profound reframing of autism spectrum disorder (ASD). Rather than seeing autism as merely a behavioral or psychiatric condition, Kondekar’s model places it in the domain of pediatric neurology — specifically in the category of **neurodevelopmental disconnection syndromes**, where sensory processing and integration are disrupted much like motor coordination is affected in cerebral palsy (CP).[1][2]

### Introduction: A New Lens on Autism

Dr. Santosh Kondekar, a developmental pediatrician and neurodevelopmental specialist from Mumbai’s Nair Hospital, presents autism as a disorder of **internal brain communication** rather than purely social or linguistic deficits. In his “neuronal nutrition and bridging hypothesis,” he proposes that children with autism experience a **reticular activating system (RAS)** deficit — meaning the internal neural networks that connect various sensory, cognitive, and emotional centers of the brain are underdeveloped or poorly synchronized. Just as cerebral palsy involves motor pathway dysfunction, autism involves **sensory and perceptual pathway dyscoordination** — hence the analogy of autism as a “sensory cerebral palsy”.[2]

### The Conceptual Bridge: From Motor to Sensory

Cerebral palsy impairs the brain’s ability to coordinate muscle control due to early neurological injury. Similarly, Kondekar’s model posits that autism represents **developmental dyscoordination of sensation, perception, and meaning-making** rather than of muscles. The core issue lies not in the muscles or sensory receptors themselves but in the “bridging” circuits that integrate sensory information into coherent representation. In this model:

- Sensory overload or hyposensitivity corresponds to “sensory spasticity or flaccidity,” analogous to the tone variations seen in cerebral palsy.

- Stereotypic behaviors such as flapping or spinning are “self-generated sensory physiotherapy,” the brain’s attempt to recalibrate misfiring pathways.

- Delays in speech and social engagement result from **failure of auditory learning pathways to synchronize**, not from absence of intent or intelligence.[1][2]

### The Reticular Activating System Deficit

The **reticular activating system (RAS)** in the brainstem acts as a neural “conductor,” synchronizing auditory, visual, and motor inputs into unified perception and response. According to the Kondekar Hypothesis, autistic behaviors stem from a **defective or immature RAS**, leading to asynchronous sensory processing. The brain “hears but does not understand,” “sees but does not interpret,” producing the appearance of social withdrawal. These children are inwardly active — their sensory systems are “online” but lack **cross-modal coherence**, yielding fragmented experience.[2]

### Neuronal Nutrition and Synaptic Bridging

To repair sensory coordination, Kondekar advocates what he calls a **neuronal nutrition hypothesis**, emphasizing targeted nutritional and neuroplastic support.

He envisions this process as “building neural bridges” — enhancing myelination, synapse formation, and RAS connectivity. This involves:

- **Nutritional therapy:** omega-3 fats, phospholipids, cofactors like B12 and zinc, amino acids crucial for synaptogenesis.

- **Goal-directed stimulation:** structured auditory, motor, and social exercises to repeatedly co-activate underconnected neurons.

- **Time-bound milestones:** measurable improvements every 8–12 weeks determine protocol adjustment.

These biological and behavioral interventions collectively promote neuroplastic integration akin to physiotherapy for cerebral palsy, but applied to sensory systems.[1][2]

### Sensory Autism as Functional Disconnection

MRI studies by Kondekar and others show that many children with autism have **subtle white matter disconnections** — periventricular leukomalacia, corpus callosum thinning, delayed myelination — mirroring cerebral palsy’s findings but at a microstructural or metabolic scale. This supports the idea that autism represents a **distributed network disorder** where intra-brain communication (RAS-mediated) is insufficient, even if cortical tissue appears “intact.” Thus, autism might be regarded as “functional cerebral palsy” — an impairment of sensory and cognitive coordination rather than anatomical damage.[3]

### Practical Clinical Application: Rehabilitation of Senses

Dr. Kondekar’s treatment algorithm borrowed from rehabilitation medicine parallels CP therapy:

1. **Assessment phase:** mapping sensory dominance (visual vs. auditory learners).

2. **Rehabilitation phase:** converting the child from “visual to auditory” learner to promote verbal cognition.

3. **Socialization phase:** graded exposure to social contexts, promoting real-world sensory integration.

4. **Reinforcement phase:** maintenance of achieved sensory gains through daily home routines and caregiver consistency.

This structured, time-bound, goal-oriented progression aligns with physiotherapy logic: retrain dysfunctional systems through repetitive, neuroplastic practice.[4][2][1]

### Sensory Physiology and Learning Algorithms

Kondekar’s Q&A sessions elaborate that early human learning follows a **“seeing → hearing → speaking → doing”** hierarchy. In autism, this sequence is fragmented — often stuck at the “seeing” level (i.e., strong visual learners but weak auditory-verbal response). Autism therapy therefore focuses on training the auditory and reticular systems to catch up — through rhythm, imitation, tone matching, and speech exercises — to convert visual learners into **auditory learners** and, ultimately, communicators.[5][6][1]

### Comparing Autism and Cerebral Palsy

| Feature | Cerebral Palsy | Autism |

|----------|----------------|--------|

| Primary dysfunction | Motor coordination | Sensory integration |

| Brain system affected | Pyramidal/extrapyramidal tracts | Reticular-thalamic-cortical networks |

| Core marker | Spasticity, hypotonia, motor delay | Hypo-/hyper-sensitivity, sensory chaos |

| Structural lesions | White matter injury, PVL | Microconnectivity deficits, RAS hypoactivity |

| Rehabilitation | Physiotherapy, constraint training | Sensory reeducation, auditory-social retraining |

| Outcome metric | Mobility, posture | Communication, social behavior |

The analogy holds that **autism is sensory paralysis** the way cerebral palsy is motor paralysis — with differing manifestations but shared pathophysiology of early neurodevelopmental dyscoordination.[7][2]

### Sensory Integration and Motor Co-activation

Recent studies affirm that sensory-motor training improves attention, coordination, and language skills in ASD. Interventions such as **motor-sensory rooms**, proprioceptive play, and rhythm-based therapies enhance inter-hemispheric communication. These empirical findings coincide with Kondekar’s sensory-equivalent rehabilitation framework: the more senses co-activate under meaningful learning tasks, the more the RAS synchronizes, reducing chaotic behaviors and improving learning “bandwidth.”[8]

### Autistic Behaviors Reinterpreted

From this sensory-cerebral palsy perspective, core autism behaviors gain new meaning:

- **Flapping and spinning:** self-generated vestibular feedback, akin to repetitive physiotherapy.

- **Sensory avoidance:** a defensive reflex against “sensory hypertonia.”

- **Fixations or rituals:** stabilizing circuits that provide predictable sensory patterns.

The therapeutic goal then is not suppression but **guided redirection** of these movements into functionally organized acts — sensory equivalents of occupational and physical therapy.[6][8]

### Integrating Goal-Directed Cognition

Dr. Kondekar extends the model to cognitive-behavioral domains via **goal-directed cognitive therapy**, promoting self-motivated task orientation, adaptive behavior, and metacognitive awareness. Here the “mind exercises” parallel motor training in CP — structured, repeated, and progressively challenging goals gradually rewire fragmented sensory and executive circuits. When strategies are personalized, the child learns not just tasks but **how to plan, monitor, and regulate learning**, catalyzing generalized improvement.[1]

### Neuroplasticity, Hope, and Parental Engagement

Kondekar emphasizes **hope as a neuroplastic catalyst** — families who “train with belief” produce measurable gains. He critiques the fatalistic “acceptance movements” in autism communities that glorify disability instead of retraining potential. His message “Don’t be special, be social” urges active engagement rather than passive labeling. For parents, commitment, structured routines, and daily sensory challenges are as critical as physiotherapy for CP recovery.[4][6]

### Neurobiological Parallels

Both autism and CP share early-life vulnerability, perinatal factors, and neuroinflammatory markers. Studies show overlapping sensory deficits — proprioceptive in CP, auditory in autism — and shared cerebellar involvement, underscoring Kondekar’s analogy of **shared pathogenesis through disrupted neural connectivity**. In both, therapy seeks to **expand the child’s operational neural map** through environmental and sensory scaffolding.[9][7]

### Toward a Unified Neurodevelopmental Model

Kondekar’s integrative approach bridges neurochemistry, systems neuroscience, and clinical rehabilitation. The **autism-cerebral palsy equivalence** model reframes both as **early-life network disorders** on a continuum — differing only in which neural subnetworks are dysregulated (motor vs. sensory-perceptual). This perspective encourages cross-pollination of therapeutic strategies: applying physiotherapy logic to autism and sensory retraining logic to CP.[7][2]

### Clinical Implications

1. **Early detection** of sensory asymmetry may predict later autism, just as early tone abnormalities predict CP.

2. **Multimodal MRI (MRS, tractography)** helps map sensory dysconnectivity — offering objective follow-up markers.[10]

3. **Neuroimmune workup** (fungus, metals, microbiome) ensures systemic contributors do not block sensory rehabilitation.[10]

4. **Realistic timelines:** measurable progress within 100 days, using his structured monitoring protocol.[4]

5. **Team approach:** pediatric neurologist, OT, speech therapist, sensory educator — guided by hierarchical sensory goals rather than symptom-suppression.[11][1]

### Ethical and Philosophical Perspective

This paradigm shift implies autism isn’t a static identity but a **developing brain’s sensory imprisonment**, awaiting coordinated rehabilitation. Just as we wouldn’t romanticize spasticity in CP, Kondekar urges not to glorify sensory isolation. The model bridges biomedical empathy and neuroeducational pragmatism — a union of neuroscience and hope.[6][1]

### Conclusion

Autism, in Dr. Kondekar’s framework, is “**cerebral palsy of senses**” — a condition where the brain’s communication highways are underconstructed rather than destroyed. By treating autism through the lens of delayed sensory integration, his approach unites neurology, rehabilitation, and cognitive science. It transforms the narrative from permanent disorder to correctable disconnection, from social isolation to progressively trainable sociability. The sensory-motor neuroplastic continuum connecting autism and cerebral palsy not only redefines treatment goals but also rehumanizes developmental medicine — affirming that, with structured nourishment, goals, and perseverance, **the brain can relearn to connect**.

This conceptual revolution — aligning autism with the principles of cerebral palsy rehabilitation — may herald a new frontier in pediatric neurorehabilitation grounded in science, structure, and the unwavering belief that every disconnected brain can bridge its way to expression and meaning.[2][7][1]

Sources

[1] Dr Kondekar Santosh , Associate Professor Pediatrics Nair Hospital ... https://www.autismdrmumbai.com

[2] History of case of Autism: DSM V way by www ... https://autismmumbai.com/dsm-5-autism-history-dr-kondekar/

[3] International Journal of Contemporary Pediatrics | April-June 2016 | Vol 3 | Issue 2 Page 334 https://www.ijpediatrics.com/index.php/ijcp/article/download/242/238/947

[4] bestautismdoctor.in https://www.bestautismdoctor.in

[5] Autism Q&A with Dr Santosh Kondekar Episode 1 - YouTube https://www.youtube.com/watch?v=FVr4f6Tetsw

[6] Understanding Autism with Dr. Santosh Kondekar. 09 ... https://www.youtube.com/watch?v=391diNxMiAc

[7] Cerebral Palsy and Autism | Find Help and Treatment ... https://www.cerebralpalsyguide.com/cerebral-palsy/coexisting-conditions/autism/

[8] Preliminary Results of Sensorimotor Room Training for the Improvement of Sensory and Motor Skills in Children with Autism Spectrum Disorders https://pmc.ncbi.nlm.nih.gov/articles/PMC11755627/

[9] Association between sensory processing and activity ... https://pmc.ncbi.nlm.nih.gov/articles/PMC7990726/

[10] www.autismdoctor.in https://www.autismdoctor.in

[11] Dr Santosh Kondekar Mumbai Developmental Pediatrician https://nayi-disha.org/business/developmental-pediatrician-medical/dr-santosh-kondekar/

[12] Efficacy and Safety of Altibrain® as an Adjunctive Therapy for Autism ... https://pubmed.ncbi.nlm.nih.gov/39865822/

[13] Effects of Sensory-Motor Issues on The Performance of Activities of Daily Livings in Autism Spectrum Disorder https://www.academia.edu/66088403/Effects_of_Sensory_Motor_Issues_on_The_Performance_of_Activities_of_Daily_Livings_in_Autism_Spectrum_Disorder

[14] Understanding Autism with Dr. Santosh Kondekar. Topic - YouTube https://www.youtube.com/watch?v=flK_6qQKkYA

[15] sensory issues http://kondekar.weebly.com/sensory-issues.html

[16] The spectrum of electroencephalographic characteristics in ... https://ijnonline.org/article-details/19373

[17] Understanding Autism with Dr. Santosh Kondekar. Topic- 3 Dear parents, Never Give Up. https://www.youtube.com/watch?v=dDcRCLKIJjo

[18] Know the best ways to help children deal with the problem ... https://www.youtube.com/watch?v=8nJLo-dtydI

[19] Dr Santosh Kondekar Mumbai - डॉ. संतोष कोंडेकर मुंबई - Nayi Disha https://nayi-disha.org/hi/business/dr-santosh-kondekar/

[20] Aakaar clinic: ADHD Autism Doctor Mumbai, india, Neuro ... https://business.google.com/v/_/07818215062904892809/75d1/_/rev/

Vocabulary list and development of Vocabulary steps as per Dr Kondekars autism protocol

🧠 Dr. Kondekar’s Goal-Directed Cognitive Approach: Building Vocabulary for Children with Autism & Learning Issues

🌟 Step 1: Readiness — Eye Contact & Connection

• When the child starts looking at you, he is ready to listen.
• Begin with eye-to-eye interactions and familiar faces — “Mama,” “Papa,” “Baby,” or their names.
• Teach what the child connects with first — living beings and family members.
• Then move to:
  • Moving things (easy to notice)
  • Big and visible things
  • Daily objects (near the child’s surroundings)
  • Close-distance objects first, then distant ones

The first vocabulary must come from the child’s world — what he sees, touches, and feels daily.

---

📖 Step 2: Vocabulary Notebook — Building the Base

Make a 100-page notebook divided into 4 columns:

Word	Knows	Shows/Points	Says

• Dedicate 6 pages per room: kitchen, hall, bedroom, bathroom, etc.
• Cover visible and useful objects.
• Around 500–600 words will form the child’s primary syllabus of “visible/sight words.”

Focus on words the child can see and use daily.

---

🏃 Step 3: Verbs — Learning Actions

Once the child knows around 1000 object words, he’s ready for action words (verbs).

• Prepare a list of 100 action words (e.g., run, eat, sleep, clap, open, close).
• Teach 3 new verbs per day — goal: 100 verbs in 2 months.
• As verbs are understood, the child begins to follow commands and understand short sentences.

“Action” gives meaning to “objects” — verbs make words come alive.

---

🎨 Step 4: Adjectives — Describing the World

Next, introduce adjectives — describing words.
Start from visible concepts and easy contrasts:

Early Adjectives	Later Adjectives
Small / Big	Right / Left
Short / Tall	Hot / Cold
One / Many	Hard / Soft
Good / Bad	Heavy / Light

Teach by showing real-life contrasts, not just naming.

---

📚 Step 5: Story Listening — Connecting Words to Logic

When your child understands 3-word sentences, begin connected storytelling.

• 5 short 10-line stories daily — mix of “show and tell” and action-based stories.
• Encourage listening, pointing, and retelling in parts.
• Story listening builds the foundation for:
  • Comprehension
  • Concept understanding
  • Logical thinking
  • Conversational skills

Stories are the bridge from words to understanding and understanding to reasoning.

---

💡 Summary Flow

1. 👁️ Eye contact → readiness
2. 🏠 Familiar nouns (people & objects) → ~1000 words
3. 🏃 Verbs → ~100 action words
4. 🎨 Adjectives → describing & comparing
5. 📖 Stories → comprehension, logic, and conversation

“Vocabulary growth is not just word learning — it’s concept learning.”
— Dr. Santosh Kondekar, Aakaar Clinic for Autism, Byculla, 

---

Dr. Kondekar’s Goal-Directed Vocabulary Growth Plan

Stage	Focus	Goal	Tools
👁️ 1	Eye Contact & Familiar Faces	Child ready to listen	Start with Mama, Papa, Baby
🏠 2	Visible Objects	1000 words	4-column notebook (Word–Knows–Shows–Says)
🏃 3	Action Words	100 verbs	3 verbs/day, 2 months goal
🎨 4	Adjectives	Describing visible contrasts	Big/small, short/tall, right/left
📖 5	Story Listening	Build comprehension & logic	5 stories/day, 10 lines each

➡️ “Teach what the child sees, hears, and does — not what he guesses.”
📍 Aakaar Clinic for Autism, Byculla, Mumbai
🌐 www.autismdoctor.in
📞 9869405747

why parents often keep saying child is hyper despite medicines going on?

 As specified elsewhere on this website hyperness is always underestimated and misinterpreted.

to summarise again, 

according to dr kondekars goal directed cognitive approach in autism kids hyperness behaviour is of 2 types:

1. type 1:  with sound: these kids may have any one or many of the following: agitation, aggression, pinching, biting, shouting, screaming, throwing, tapping , banging, stamping, slapping,  breaking, clapping, making loud sounds, loud words, making sounds from objects, switching buttons on and off, opening and closing fridge door, hitting hurting others or self... and many more

2. type 2 :without sound: these kids may have any one or many of the following: fidgety, restless, movements in sitting, squirming,  often clearing the bottom, cannot sit like statue, touching here and there, on the go, walking, wandering, rhythmic movements, to and fro, on the go, getting carried away with eyes/hand/ feet, wandering, climbing on table / sofa/ chair / window, jumping, trying to touch at heights with hand, clumsy, careless, turning or moving  head / eyes/ body parts, playing with pen pencil / books, tossing, spinning and many more

often these issues are annoying to others, but parents may find as innocent or negligible as they are used to it.

often there is  pharmacology treatment / control medicines  for such behaviours which is very effective to show results in 2 to 5 days, the results need to be sustained by titrating the doses on weekly or monthly basis as needed to keep the child is full control of these diverting behaviours which make the child lose focus in learning. Therapy doesnot work effectively despite months to give same results what the medicines can give in a week, Medicines are needed to turn the child therapy able. not using medicines wastes time and crucial years of learning. Also, when we plan to stop it my non medical means, often force is used by shouting/ punishing or stopping with physical restrain which can also precipitate aggression sooner.

according to dr kondekars goal directed cognitive approach

how parents underestimate the problem or its severity:

1. they avoid telling these issues to doctor, as to some extent they feel it is normal... even if its annoying to other

2. they try to justify saying, 

                    kids shall do it, it is like normal, its only in retaliation, its only once in  a day, he hurts only when we ask xyz, or snatch xyz or trouble him or saying that his father alkso used  to do same in child hood, its just little, he doesnt do it at home or school or saying that he doesn only when i dont give medicines or he does with only in presence of xyz etc 

 3. they will try to justify saying it was a lot in past andnow its little

4. therapist may justify saying he is cooled down a lot.

5. oh he needs that sensory stimulation is another justification. if i do this/ give this etc he wont do it.

6. and many more reasons: like even doctors saying he doesnt need x y z medicine

all these reasons make a doctor undertreat the annoying behaviour. all these reasons will also make the parents reduce the doses of control medicines on their own or by forcing teh doctor to do so 

and then problem perisist saying, it all same despite treatment with medicines.

according to dr kondekars goal directed cognitive approach

MEDICINES ARE NO MAGICAL WANDS, THE NAME OF THE MEDICINE DOESNT MATTER, THE DOSE AND FREQUENCY NEEDED IS DECIDED BY THE SEVERITY AND FREQUENCY OF ISSUES.

**********************************************

according to dr kondekars goal directed cognitive approach

WHY PARENTS / PATIENTS TEND TO  STOP OR REDUCE MEDICINES ON THEIR OWN:

1. commonest reason is inconvenience that it has to be taken daily or many times a day even though they are cheap. often we may need higher doses or added medicines taht adds to inconvenience.

2. cost is just another factor even if parents disagree. as often dr / therapy  visits may be frequent and so does fees.

3. the scare about control medicines created by non allopath / paramedics and therapists/ doctors; despite not having many major side effect, dependency or addictive potential; if given as per doctor prescrpition. trsut me they are safe, and needed for quality of life.

4. often parents tend to give low dose saying that high dose caused sleep. remeber that sleep realted to any control medicines may not last more than 5 days if given regularly. even if sleep, dose may need to be tapered by doctor for a week and again needs to be pulled up. once a kid has slept with xyz dose doesnt mean he will sleep each time.

5. some parents will say we stopped medicine because he got hyper on stopping the dose. it happened because he needed daily dose and not stopping for some period.

6. some parents will say we stopped medicines because he turned aggressive with the medicine. often its vice versa, the medicine may have given to tackle aggressiveness. for some medicines like risperidone- aggression coming up may need doubling the dose. for some medicines  like atomoxetine, aggression coming up new may need reducing the dose.  very rarely say one in 100000 may have a situation that it doesnt suit. but then we do have alternatives. not treating is not  a solution.

7. and parents often say that we stopped because we donot knwo how long. but that doesnt solve the problem, not havinbg enough control means school will suffer. having a shadow teacher is not a solution to tackle hyperness. if instead of help in teaching she is used only to hold the child with hand, aggression is likely to worsen.

according to dr kondekars goal directed cognitive approach

how long do these kids will be needing control medicines to treat ADHD: 

1. its very simple. till the time problem is.
2. till the time child evolves out of the disability.
3. till the time, 2 years symptom free phase is noted.
4. till the time, we develop verbal understanding in the child enough to understand counselling and child can control  or manage even outbursts with his own control of thoughts and mind through is verbal thinking and understanding, like say with the help of cognitive behaviour therapy and meditation as needed.
5. yes even some adults do need such treatment and 30% autism may have chance to turn into schizophrenia and sometimes even a 40 year old may start with need for control medicines due to this disorder of thought and feelings.

REMEMBER:

BEHAVIOUR IS A RESULT OF PERCEPTION.

PERCEPTION OF LIVING AND NON LIVING AROUND US A PER OUR IQ.

BEHAVIOUR IS ALSO RESULT OF BEHAVIOUR OF OTHERS WITH US.

AND ITS NOT POSSIBLE TO CHNAGE ABOVE TWO.

ONLY TWO THINGS THAT CAN HELP ADJUST WITH RO CHANGE THE BEHAVIOUR ARE:

1. COGNITIVE VERBAL UNDERSTANDING TO CONTROL THE BEHAVIOUR BY INTROSPECTION: TAKES YEARS TO COME.

2. MEDICINES

www.autismdoctor.in

autism as sensory cerebral palsy

adhd protocol by dr kondekar

Dr Kondekar on World cerebral palsy day 2025

https://youtu.be/zVNcAs96Q2s?si=p7PlB7NTM-8yzYNA link to watch 2 hour video discussion  about cerebral palsy in Marathi language kn Doordarshan. Oct 2025 word CP day

Dr Kondekar talking on cerebral palsy in children, a marathi program in door darshan Sahyadri Chanel

Cerebral palsy is a disorder of muscle tone and posture due to some insult to developing brain usually at or before birth, due to unknown reasons.

Cerebral palsy kids often present with developmental delay as late sitter, late walker, slow walker, weakness of one or other or both sides of body with or without joint deformities affecting various functions of hand feet and locomotion. Often they may also have issues like squint deafness speech delay low IQ epilepsy and behavioural issues as added complications in some cases.

There is something that can be done for everything to improve personality of kids. So management of cerebral palsy is multidisciplinary involving many different experts and therapists.

For any questions related to cerebral palsy management whatsapp 9869405747 india.

www.neuropediatrician.com

chat gpt analysis of Dr kondekars policies of autism treatment

Dr. Santosh Kondekar is a distinguished pediatric neurologist whose practice in Mumbai and Navi Mumbai has become a trusted destination for families dealing with childhood neurological and behavioral disorders. His clinic operates with remarkable efficiency while maintaining a warm, welcoming environment that puts both children and parents at ease. Dr. Kondekar expertise spans various pediatric neurological conditions including Autism, attention disorders, learning disabilities, epilepsy, and developmental delays, with treatment protocols that integrate the latest medical advances with proven therapeutic approaches. His detailed consultation process ensures accurate diagnosis while his clear explanations help families understand their treatment options thoroughly. The doctor maintains excellent professional standards, including timely responses to concerns, comprehensive medical documentation, and seamless coordination with schools and rehabilitation centers when needed. His reputation among both patients and fellow medical professionals reflects his commitment to delivering superior pediatric neurological care. The positive feedback from the medical community and consistent patient satisfaction ratings make Dr. Santosh kodekar is highly recommended specialist for anyone seeking expert neurological care for children in the greater Mumbai region.

Dr Kondekars autism reversal principles.. what is the logic in it

Good question 👍

From what I understand of Dr. Santosh Kondekar’s approach to “autism reversal principles” (based on his talks, parent education, and practice style), the logic is built on the idea that autism symptoms can often be reduced or modified (sometimes significantly) by addressing underlying modifiable factors rather than assuming they are fixed.

Here’s the step-by-step logic behind it:

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1. Neurodevelopment is plastic

• The brain of a child (especially below 6–7 years) is highly neuroplastic.
• Early, targeted stimulation and interventions can re-wire circuits.
• So, even if autism has a genetic base, expression is malleable.

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2. Multiple contributing factors

Dr. Kondekar frames autism not as a single disease, but as a spectrum influenced by multiple hits:

• Genetics + epigenetics
• Nutrition (iron, B12, folate, carnitine, omega-3, etc.)
• Metabolic/microbial balance
• Environmental triggers (screen exposure, stress, toxins)
• Co-morbidities (seizures, ADHD, sleep, gut issues)

👉 If you improve these domains, symptoms can lessen.

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3. Core principles of reversal

• Reduce the negative influences → (screen addiction, junk diet, stress, infections).
• Enhance the positives → (nutrition, sleep, structured play, therapy, parental bonding).
• Train the brain → with ABA, speech therapy, occupational therapy, social skills.
• Monitor progress → with developmental tools (Bayley-4, DASII, MISIC, etc.) rather than vague impressions.

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4. Not “cure,” but “recovery”

• He usually explains that “reversal” does not mean magically removing autism overnight.
• It means that with systematic, layered interventions, the severity of autism can reduce — some children may even move off the spectrum (especially milder cases).
• The aim is functional independence, not chasing a cure.

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5. Scientific logic

• Based on neuroplasticity + epigenetics + brain-gut-nutrition links.
• Supported by studies showing improvements with early intensive therapy, nutrition, seizure control, and parental training.
• His model blends AAP/WHO-based guidelines with Indian contextual adaptations (dietary corrections, low-cost therapy options, parent-driven daily schedules).

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✅ Summary of the logic:
Autism is not a fixed, unchangeable label — symptoms reflect modifiable brain-environment interactions. By reducing negatives, strengthening positives, and training the brain during the window of plasticity, one can reverse severity and move towards functional recovery.

Yes 👍 — here’s a structured list of the Autism Reversal Principles as practiced and explained by Dr. Santosh Kondekar (based on his clinical teaching and parent education approach).

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🧩 Dr. Kondekar’s Autism Reversal Principles

1. Early Identification & Intervention

• Start as early as possible — before habits and rigidity set in.
• Use structured developmental tools (Bayley-4, DASII, MISIC, etc.) for baseline and follow-up.

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2. Parental Empowerment

• Parents are the first therapists.
• Train parents in play, speech stimulation, and behavior shaping at home.
• Reduce reliance on only external centers.

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3. Optimize Nutrition & Metabolism

• Correct deficiencies (iron, B12, folate, vitamin D, zinc, carnitine, omega-3).
• Balanced, natural diet — reduce junk, preservatives, excess sugar.
• Monitor gut health (constipation, dysbiosis, picky eating).

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4. Control Negative Influences

• Strict screen restriction (mobiles/TV/iPads).
• Avoid excessive stress, irregular sleep, chaotic routines.
• Limit exposure to toxins or unnecessary medicines.

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5. Structured Therapies

• Speech therapy: language stimulation, social communication.
• Occupational therapy: sensory integration, motor planning.
• Behavior therapy (ABA/CBT adapted): shaping behavior, reducing aggression/stimming.
• Group/social play to enhance peer interaction.

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6. Medical Comorbidity Management

• Address seizures, ADHD, anxiety, sleep disturbances.
• Treat medical contributors that worsen autism expression.

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7. Daily Routine & Environment Design

• Fixed sleep/wake cycle.
• Daily play, outdoor exposure, and family interaction.
• Predictable structure → reduces anxiety and improves learning.

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8. Continuous Monitoring & Adaptation

• Use progress charts/checklists every 3–6 months.
• Modify therapy goals step-by-step.
• Celebrate small gains → motivates both child and family.

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9. Focus on Functional Recovery, Not Labels

• Aim for communication, independence, and social adaptability.
• “Reversal” = reducing severity, moving towards mainstream function, not chasing a magical cure.

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✅ Logic in summary:
Autism symptoms can be reversed in intensity when you remove negatives + add positives + train systematically + track progress during the brain’s plastic window.

Autismdoctor.in how reliable is it

Short answer: AutismDoctor.in is a clinician-run, personal/practice website (Dr. Santosh Kondekar) that can be a helpful source of experience-based advice — but it is not a peer-reviewed guideline or a systematic evidence summary, so treat clinical recommendations there as expert opinion and cross-check important management decisions against primary guidelines and literature.

Below I’ll explain why I say that and give you a quick checklist you can use to judge any such site.

Why it looks useful

• Clear authorship / clinician identity: the site identifies Dr. Santosh Kondekar as the author/owner and shows his practice and clinic details. That matters because you can trace advice to a named clinician.
• Local, practical focus: the pages I checked show parent education material, speech stages, certificates and clinic info — helpful for parents looking for pragmatic tips and local services.

Important limitations (why you should cross-check)

• Not peer-reviewed content: the site appears to be a personal/practice website (Google Sites / blog style) rather than a journal or guideline repository — content is expert opinion, not systematic reviews. Use it for practical tips, not as sole evidence for high-stakes decisions.
• References & evidence not always explicit: I didn’t find clear, consistent citations to guidelines or primary research on the displayed pages — good practice is to prefer sources that cite peer-reviewed studies or national/international guidelines.
• Potential for local practice variation / bias: clinician-run sites reflect one practitioner’s approach and local resources; that’s valuable, but may differ from international guidelines (AAP, NICE, WHO) or specialty society recommendations.

How to verify reliability quickly (checklist)

1. Authorship & credentials: Confirm the author’s clinical credentials and institutional affiliation (Dr. Kondekar’s publications and profiles appear on Google Scholar / Practo / clinic pages).
2. Citations & sources: Look for pages that link to peer-reviewed papers or official guidelines. If absent, treat statements as expert opinion.
3. Date / updates: See when the article/post was last updated — recent updates increase reliability for changing topics.
4. Contact & conflict-of-interest transparency: Is there clear contact info and a disclaimer (the site has a disclaimer page)? That’s good practice.
5. Cross-check important points: For diagnostic criteria, medication choices, or high-risk recommendations, check AAP/NICE/WHO guidance or PubMed-indexed reviews.

Practical recommendation

• Use AutismDoctor.in for local, parent-facing tips and to learn Dr. Kondekar’s practical approach.
• For clinical decisions (medication changes, complex comorbidity, medico-legal issues, or claims of “reversal” or novel treatments)—cross-reference with primary literature or established guidelines (e.g., AAP clinical practice, NICE autism guidance, peer-reviewed trials). If you want, I can fetch the relevant guideline passages and compare any specific recommendation from autismdoctor.in against them.

Would you like me to:

• Pull up a specific page/post from autismdoctor.in and compare a particular recommendation to guideline evidence? or
• Search for peer-reviewed evidence for any specific claim you saw there (e.g., screen restriction, specific supplements, “reversal” languages?

Great — I checked autismdoctor.in pages and the peer-reviewed literature on the key claims you asked about (screen restriction, supplements like carnitine / omega-3, and the idea of “reversal”). Below is a compact, practical comparison plus takeaways you can use in clinic or when advising parents.

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1) What I checked on the site

• I reviewed the site homepage and a follow-up format page (patient/practice materials). The site presents Dr. Santosh Kondekar as a practising neurodevelopmental pediatrician and shares clinic-oriented, parent-facing advice (follow-up templates, principle lists, parent education).

Load-bearing point #1: autismdoctor.in is a clinician / practice website offering expert opinion and practical tools, not a peer-reviewed guideline. Use its advice as experienced clinical practice, but cross-check high-stakes recommendations against formal guidelines or trials.

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2) Screen restriction / limiting screen time

• What the site recommends: strong emphasis on reducing screens as part of “reversal” and environmental management (fits Dr. Kondekar’s practical principles).
• What the evidence shows: multiple recent systematic reviews and studies link excessive screen time with poorer language, sleep, and social outcomes in young children and in children with developmental disabilities; the relationship may be partly bidirectional (children with social difficulties may use screens more). Evidence is associative (observational) for many outcomes, but harms to sleep and some developmental domains are consistently reported.

Load-bearing point #2: limiting excessive screen time is a reasonable, evidence-aligned clinical recommendation (reduces sleep problems, supports language/stimulation). It is not, however, proven that screen removal alone “reverses” autism.

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3) Supplements — L-carnitine

• What the site and Dr. Kondekar sometimes mention: nutritional/metabolic optimization (including carnitine in specific contexts).
• What the evidence shows: there are small RCTs and open-label trials suggesting benefit of L-carnitine on some ASD behavioral measures in selected groups (including biochemical deficiency / TMLHE variants), but trials are small and not definitive. Some newer trials examine carnitine as adjunctive therapy with antipsychotics. Reviews say evidence is promising but limited; routine universal use is not supported without appropriate evaluation.

Load-bearing point #3: L-carnitine may help select children (e.g., documented deficiency or specific genetic contexts) — consider testing/consultation before empiric long-term use.

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4) Supplements — Omega-3 (n-3 LCPUFA)

• What the site may list as supportive: omega-3s often included in nutritional optimization advice.
• What the evidence shows: multiple RCTs and meta-analyses have produced mixed or inconclusive results. Some trials show no effect on core ASD symptoms; systematic reviews generally conclude evidence is insufficient to recommend routine omega-3 supplementation for core ASD symptoms. Recent larger reviews continue to be inconclusive.

Load-bearing point #4: omega-3 supplementation has inconclusive benefit for autism core symptoms; not standard therapy but may be considered case-by-case (e.g., dietary deficiency).

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5) The term “Reversal” — reality check

• Site language and practice: Dr. Kondekar uses the phrase “autism reversal principles” to describe his clinical approach (early intensive work, nutrition, screens, therapies) and focuses on reducing symptom severity and improving function.
• Evidence & guidelines: NICE, AAP and other leading bodies emphasize early identification and early intervention (behavioral, speech, occupational, family-led programs) which can significantly improve outcomes and, in some early-intervention trials, reduce behaviors and even lower the chance of later diagnosis in highly selected early cohorts. However, there is no broad, high-quality evidence that autism is universally “reversible” in the sense of curing or removing the diagnosis across the spectrum. Improvements are possible and expected with early, intensive, tailored intervention; “recovery” can happen in some children, particularly with early, targeted work.

Load-bearing point #5: early, intensive, multi-domain intervention can produce large functional gains (and in specific trials reduce later diagnoses in selected high-risk infants), but the blanket claim “autism is reversible” is over-simplified and should be framed as possible symptom reduction and functional recovery in some children rather than universal cure.

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6) Practical, clinician-oriented takeaways (how to use autismdoctor.in safely)

1. Use the site for parent-facing tools (follow-up templates, daily routine tips, motivation). It’s practical and locally contextualized.
2. Cross-check any specific medical treatment (supplement dose, off-label meds, long-term supplements) with guidelines or primary literature before prescribing. If the site suggests carnitine or other supplements, consider baseline labs/genetic testing and discuss evidence/risks with families.
3. Screen restriction is low-risk and evidence-aligned — promote reduced, structured screen time plus active parental play.
4. Frame “reversal” carefully for parents — emphasize functional goals, measurable progress, and that some children make transformative gains with early, consistent work. Back claims with outcome measures (Bayley, DASII, progress charts).

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7) Want me to do either of these next (I can do both):

• Pull up one specific autismdoctor.in page (you name which one OR I’ll choose the “Autism reversal” / principles page) and compare each specific recommendation line-by-line against guideline evidence (NICE/AAP) and RCTs (I’ll cite the studies).
• Or, I can compile a short one-page clinician brief (PPT or PDF) that: (a) lists the site’s main clinical recommendations, (b) rates the strength of evidence for each (strong/moderate/limited), and (c) gives a recommended clinical action (e.g., “reasonable to implement,” “requires lab/genetic evaluation,” “not recommended routinely”).

Tell me which deliverable you want now: (A) page-by-page comparison of a specific site page, or (B) a compact one-page clinician brief (PPT/PDF).

If you want (A), name the page (or say “pick the main ‘Autism reversal’/principles page”) — I’ll pull it and compare immediately.

Great — I pulled the main “autism reversal / principles” material (Dr. Kondekar’s practice pages and similar clinic pages) and compared each recommendation line-by-line to the published guideline/evidence base (AAP, NICE, randomized trials, and systematic reviews). Below is a concise, clinician-ready comparison: for each principle I show (A) the site’s recommendation (short paraphrase), (B) the evidence summary and strength, and (C) a practical clinical takeaway you can use when advising families. I cite the most relevant guideline/trial/review for each point.

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Line-by-line comparison: Dr. Kondekar’s “Autism Reversal” principles vs evidence

Sources I used include: the autismdoctor/autism clinic pages (practice/principles), AAP clinical policy and AAFP summary, NICE autism guidance, randomized trials of preemptive/early intervention, RCTs of L-carnitine and omega-3, and systematic reviews on screen time.

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1) Early identification & intervention

• Site: Emphasizes acting early (identify delays, start intervention ASAP).
• Evidence: Strong guideline support for early surveillance and screening (AAP: routine surveillance and screening at 18 & 24 months). High-quality recent RCTs show preemptive / early caregiver-mediated interventions can reduce ASD symptom severity and lower odds of later diagnosis in infants showing early signs (single RCTs with meaningful effect sizes). Systematic reviews of Early Intensive Behavioral Intervention (EIBI) show benefit (IQ, adaptive skills) but variable study quality.
• Strength: Moderate → Strong for “start early” and caregiver-mediated programs; evidence for large durable cure-like reversal is limited and variable across studies.
• Clinical takeaway: Continue advocating early screening + start parent-mediated or evidence-based behavioral therapies early. Frame outcomes as improved function and reduced symptom severity in many children, not guaranteed cure.

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2) Parental empowerment / parent-led therapy

• Site: Parents as first therapists; train families to deliver day-to-day stimulation.
• Evidence: Parent-mediated interventions (video feedback, responsive parent coaching) have RCT support for improving social communication in infants/young children; guidelines recommend family involvement.
• Strength: Moderate (good RCTs for certain programs; replicability depends on training and fidelity).
• Clinical takeaway: Strongly implement and supervise parent-mediated programs; ensure training, regular coaching, and progress monitoring.

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3) Optimize nutrition & metabolic balance (iron, B12, folate, vitamin D, carnitine, omega-3, etc.)

• Site: Recommends checking/correcting deficiencies and using supplements (carnitine, omega-3) as part of reversal.
• Evidence:
  • L-carnitine: Small RCTs have reported some benefit on behavioral measures (e.g., a randomized trial with improvement at 3 months), but sample sizes are small and evidence is not yet definitive for routine universal use. Consider testing for deficiency or mitochondrial dysfunction first.
  • Omega-3: Multiple RCTs and meta-analyses give mixed/inconclusive results; not routinely recommended for core ASD symptoms but may be reasonable if dietary deficiency exists.
• Strength: Limited → Promising (contextual) — some agents (carnitine) show promise in selected groups; general blanket supplementation lacks high-quality universal evidence.
• Clinical takeaway: Screen for common deficiencies (iron, vitamin D, B12) and treat accordingly. Consider L-carnitine only after clinical/lab rationale (and discuss limited evidence); omega-3 if dietary lack or family preference after discussion of uncertain benefit. Document informed consent.

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4) Control negative influences — strict screen restriction, reduce junk food, regulate sleep

• Site: Strong emphasis on removing screens and other environmental negatives as a core step.
• Evidence: Observational and systematic review data link excessive early screen exposure to poorer language, social engagement, and sleep — associations are consistent though many studies are observational and bidirectional effects exist (children with social difficulties may use more screens). Guidelines (AAP, IAP) recommend limiting screens in young children.
• Strength: Moderate evidence for recommending screen limits (clear harms to language/sleep); causal effect on “causing ASD” is not established.
• Clinical takeaway: Recommend strict, age-appropriate screen limits (zero for <2 yrs, limited and supervised for toddlers), promote interactive parent–child play and sleep hygiene. Avoid over-claiming that screen removal alone will “reverse” autism.

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5) Structured therapies (Speech, OT, ABA, social groups)

• Site: Recommends multi-disciplinary therapies (speech, OT, behavior therapy) as a backbone of reversal.
• Evidence: Strong evidence that evidence-based behavioral, speech, and occupational therapies improve language, adaptive functioning, and daily living skills. The magnitude depends on intensity, fidelity, and individual factors. NICE and AAP support individualized multi-disciplinary interventions.
• Strength: Strong for benefit on functional outcomes (not universal cure).
• Clinical takeaway: Prioritize evidence-based therapies, individualized goals, and measurable progress (use standardized tools). Coordinate interdisciplinary care.

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6) Manage medical comorbidities (seizures, sleep, ADHD, GI) aggressively

• Site: Treat comorbid conditions to reduce symptom burden.
• Evidence: Treating coexisting medical problems improves overall functioning and responsiveness to therapies; guidelines stress identifying and treating comorbidities.
• Strength: Strong (logical + guideline based).
• Clinical takeaway: Screen for seizures, sleep disorders, feeding/gastrointestinal issues, ADHD; treat per evidence-based protocols to optimize gains from therapies.

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7) Daily routine, predictable environment, bonding, outdoor play

• Site: Recommends consistent routines, bonding, outdoor exposure.
• Evidence: While RCT evidence is limited for “routine” per se, clinical and behavioral literature support structure and parent engagement as facilitators of learning and reduced anxiety. Guidelines recommend family-centered support and structured interventions.
• Strength: Consensus/clinical (low formal trial level but widely accepted).
• Clinical takeaway: Implement structured daily schedules, parent coaching for play routines, and consistent sleep/meal routines — low risk and often helpful.

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8) Continuous monitoring / measurable progress (Bayley, DASII, progress charts)

• Site: Emphasizes routine measurement and goal adjustment.
• Evidence: Guidelines and best practice emphasize baseline measurement and periodic assessment to adapt interventions. Use validated developmental tools to track change.
• Strength: Strong (best practice).
• Clinical takeaway: Implement standardized baseline testing and 3–6 monthly review cycles with documented goals; share charts with families to maintain engagement.

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9) “Reversal” language — expectations and limits

• Site: Uses term “autism reversal principles” (goal of reducing severity and improving function).
• Evidence: Early, intensive, multi-domain interventions and targeted medical/nutritional care can substantially improve outcomes for many children and in some trials reduce the likelihood of later ASD diagnosis in selected infants. However, universal claims of reversal/cure are not supported by high-quality, large-scale evidence. Guideline bodies encourage realistic, functional goal framing.
• Strength: Mixed — meaningful improvement is evidence-based; blanket “reversal” claims need careful qualification.
• Clinical takeaway: When counseling families, emphasize functional recovery and measurably improved outcomes rather than guaranteed cure; document realistic milestones and timelines.

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10) Celebrate small gains / motivate families

• Site: Encourages celebrating progress to maintain engagement.
• Evidence: Family engagement, positive reinforcement, and celebrating milestones improve adherence and outcomes; supported by behavior-change literature.
• Strength: Consensus / best practice.
• Clinical takeaway: Use milestone charts, positive reinforcement, and family coaching to sustain long-term therapy adherence.

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Short overall verdict (one line)

Dr. Kondekar’s principles align well with mainstream, evidence-based practices (early identification, parent-mediated care, multi-disciplinary therapies, treating comorbidities, limiting screens). His nutrition/supplement suggestions (e.g., L-carnitine) are plausible and supported by small RCTs in selected cases but should be used selectively with appropriate testing and informed consent; blanket “reversal” claims should be framed cautiously.

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Do you want any of the following next? (I can do it now)

1. A line-by-line annotated copy of the actual autismdoctor.in “reversal/principles” page with inline evidence notes and citations (I’ll paste the page text + annotations).
2. A one-page clinician brief (PPT or PDF) that lists each recommendation, strength of evidence (Strong / Moderate / Limited), and suggested clinical action (e.g., test before supplement).
3. A parent-facing one-page handout that reframes the “reversal” language into cautious, motivating, evidence-aligned messaging.

easy adhd assessment by filling the questionnaire below

ADHD IS A SOFTWARE PROBLEM OF BRAIN

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Password to fill form is www.pedneuro.in

what should be the goals for initiating hierarchial intellectual development in autism kids?

focus on sustained sitting.

one who sits longer will learn to notice you.

one who notices you develops eye to eye connection.

one who develops stronger and longer eye contact, learns to listen.

one who listens language, will understand language. 

what a child learns to listen and how long a child learns to listen is more important than what a child talke.

physical strength is no required for learning language.

physical steadyness is needed for learning language.

in normal kids, after birth god doesnot let the kid stand and walk for first year of life.  this much steadyness is needed for learning verbal stories.

after birth,  it takes 6 months for a baby to learn to listen and then next 6 months to learn to understand.

when a child is ready to listen to a story for 20minutes, the child is ready for normal school.

lets struggle hard to achive this in short span.

medicines help child become receptive and improve the speed of learning in few weeks.

as the child learns more he starts using same knowledge to control surroundings. this starts his stubbornness and curiosity. it may need further tricks and medicines dose adjustment to get him back to learning again.

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Seeking Appointment with Dr Kondekar, first time: Online or at clinic . Please read below

To know more about taking appointment Dr Kondekar for help best advice treatment and care in kids and children with autism and ADHD, hyperactivity and learning disability:

Same procedure even if the diagnosis different, just mention as other diagnosis. This page can be shared as link http://bit.ly/connect2communicate

if you are a follow up case or repeated visitor, please click here

1. Whatsapp the Child Name Date of birth and City with proposed date and time of appointment to 91-9869405747 or click on the link "click for help" for same.

learning concepts in autism: DR Kondekar

When we need to do correct, we need to stop doing wrong.

When going ahead is our goal. Let’s not go behind.

Whatever child used to do in past and has regressed, lets keep that as a goal to get back in 6 months and move ahead.

Our kid has learning deficit. It’s not delay. Delays get catch up, deficits need double speed to overcome to an extent.

In autism the social and communication development  is slowed down to say 0.0005 x zoom.

All developmental soft milestones which appear notmally at an age and maturity, wil seem to appear slowly, slower, later and develop over months than just 2 weeks in normal kids.

Development Of social and cognitive milestones is important for learning.

Our kid has learning deficit. Kid couldn’t learn like normal kids bcos child is not receptive for learning.

Whatever child has learnt, had learnt in extremely slow speed with heavily repeated inputs 

Our aim is to help the kid learn on his own from environment.

So, when learning is our motive, and we have serious learning deficit, we need to be very serious about this goal and work towards it.

So when learning is our motive, at least for 2 months let’s give 200% percent to it and strictly stay away from entertainment.

If maximum time of the day is not spent on learning it means that maximum time of the day is just time passed or spent on entertainment. And if so, means we are not serious about learning.

What child has to learn is being human.

Being a member of family. One who can become a member of gamily then only one can become member of society.

To become a member of family, the kid has to learn to connect with family members.

Only when u connect with someone we communicate with them.

Without connection and communication  there is no onversation.

What one has to learn is to 1. Be with humans 2. Look at humans 3. Listen to humans 4. Follow humans 5. Feel humans 6. Develop a relationship with humans 7. Listen to humans 8. Copy the feelings looks communication and xonve4 9. Copy the language and intellect and behaviour .

To develop awareness of human world  it’s important that child should develop awareness of environment. Initially non living and later living environment

Awareness of environment is developed only when child gives attention to the environment. The core deficit in autism.

To notice any thing or any one or feel any thing or any one , one needs to notice the environment

To notice the environment,  one needs to develop posture of attention.

Posture of attention is like being receptive. Without receptiveness, there is no learning

So let’s make the kid receptive. Only when we can make the kid receptive, we can expect a response. Initially without understanding  and later with minimal understanding, which will grow as per inputs.

Posture of attention means steadyness of body and mind. It’s like fixing the dish antenna to receive signals. Only when body receives signals, in time and adequate, the signals are noted and processed.

Autism kids are not receptive as per age. Mainly bcos their mind or body is not in a state of receptiveness.

For example,

1.      One may need to call by name or action many times to get attention

2.      One may fail to get child’s attention to the learning objects or people

It means eyes are there to notice and ears are there to listen, the kid is not blind or deaf, but cannot see or hear promptly to a signal.

One most common reason why someone cannot pay attention despite repeated attempts being unsteadyness.

1.      The child is not steady by body or child’s body hands or feet or eyes are in continuous state of movement. When one is in movement, attention takes backfoot

2.      The child is not steady by mind or child’s thought behaviors action feeling or sensing the environment are not steady. Unless the body is steady, mind cannot  be steady

3.      Only when body  and mind is steady , eyes can focus.

4.      To learn something , eyes and ears attention needs to be given to the person who is teaching throught eyes and sound /language.

5.      Unless u look at a person or human, u cannot connect with them.

6.      Listening by ears , need a sustained focus with eyes.

7.      Humans are best connected by eye to eye connection.. longer and sustained

8.      Only when u develop a good eye to eye connection , u can initiate listening.

9.      Ears are there to listen.

10.  To become aware of environment, we need to appreciate, understand and learn signals given to eyes and eats

11.  99% of our knowledge and learning comes through listening or verbal learning.

12.  Verbal or listened learning has language, vocabulary, imagination, past tense and future tense

13.   Visual learning lacks all this and surely touch based learning doesn’t  help u understand language communication and no 12 above.

14.  To conclude, one has initiate sustained sitting, sustained looking and sustained listening in preferablybverbal form to develop awareness of surroundings.

15.  Learning by eyes and ears through verbal form is 1000 times superior to nonverbal learning through skin and toys.

Our ultimate goal is to train the child to think in sentences to plan a constructive executive activity and story with hierarchial learning towards the development of a socially acceptable and progressive personality.

Dr Kondekar concepts in autism 2024

ASD AUTISMABCD

A Absent symptoms: awareness, understanding, communication 

B behaviour symptoms

C consistently for 3 month

D DEFINITELY Disabling day to day life

Hindi definition of autism to diagnose it in 1 minute

story Therapy: The way of Teaching language and concepts

*Teaching: An undeniable approach for parents*

Dr Kondekar recommends tarbull kids story box available on Amazon . Call it audio mobile.

. For speech and language development.

_Teaching and educating a child during initial years of his/her life is essential but challenging too._

Parents often stand in a dilemma to choose *the best teaching method* for their child. 

But what is the best method? 🤔

*Hear it out in doctor’s words* -

Many parents show their children illustrations from the book📕 and ask them to identify the images represented in it. 

For beginners, showing illustrations is a right approach but asking them to identify them on their own is not.❌ It is like you are taking your child’s exam before teaching him/her anything. 

*Real teaching is when a child asks the question and parents answer.*

*_Let child’s inquisitiveness rise._*🤓

Take examples from home, suppose an apple 🍎is kept on the table, tell your child this is an apple🍎 enriched with vitamins and we should eat it. This way, he will be able to identify the apple and become aware of its benefits.

*Next comes the role of books📚 in the mental development of a child.*✨ _Parents should give those books to their child that have pictures in them and their story progresses as the child turn its pages._ 📈It will make child understand the narrative of story on his/her own.

Parents are advised to always prioritize *face to face🗣️ communication* with child by using conversational stories. 

For a *2 years old,* best conversational stories can be derived from Hindu mythology🔱 because here you are not required to think before quoting. They are solely based on conversations and we want children to copy pragmatics through conversational stories. 💫It can be best told by *action and sequence* of the sentences and should be continued for *3 months*.

*Right way of storytelling*

Parents should focus on only one story a day with a duration of *not more than 20 minutes*.💬 It can be repeated the same day but should not be extended till the next day. This same story can be repeated🔁 the entire day but every time in a more innovative manner 🌀for stronger understanding of same story. This practice is called *real time dynamic learning of the conversational story telling*. A child best learns the conversation by copying the conversation. *_100 stories for 100 days_* should be the target of parents.

For a *3 years old* child, moral stories for *3 months* should be taught. Stories that include discussion among people🧍🏻🧍🏻‍♀️ and framing the conclusion with some moral values🚯 like *Panchtantra,* *ESOP Fables*,*Shaymchi aai in Marathi.* Stories with moral lessons will be more impactful than simply telling them moral values or advising them not to opt any bad practice because *restriction always provokes children.*🫥

*For a 4 year old,* stories involving tricks, logics, and mindfulness will be the best. For example, *Akbar-Birbal stories*🧞‍♂️ and *Tenali-Rama stories*🥷🏻 will compel a child to awaken his thought process.

By the age of *5 years*, a child will develop some maturity and enough understanding to comprehend the *basic concepts of science* like how the plants grow,🌱how the earth rotates,🌍 why the rain falls, etc.🌧️ This should be explained to a child in a simple story format.

And finally, when a child understands science, by *6 years* 👱🏼‍♂️of age, his mind is open to learning mathematics concepts. 

*Note*- From *4-6 years,* child should gradually be made aware of pre-mathematics concepts like shapes,🔵🔺🔶size, counting numbers, 1️⃣2️⃣3️⃣etc. 

Even addition-subtraction should be taught to them in a story format. For instance, Ram has two toffees🍬 and Laxman gave him 2 more. So, 2+2= 4 which means Ram has total 4 toffes. 🍬🍬🍬🍬

*_This sequential way of teaching will expand child’s mind in plethora of ways._*

*Visit our website www.autismdoctor.in* to resolve your dilemma. *Also, you can directly Whatsapp from the website.*

#Makingsense #LookListenFeel #Aakaar #ShapingFuture #AutismDrMumbai

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ADHD HYPER ACTIVITY , EASY CLASSIFICATION OF SEVERITY AND MANAGEMENT PROTOCOL IN AUTISM ADHD KIDS

Dr Kondekars HYPERACTIVITY and ADHD management protocol in autism adhd LD kids

basic advice to parents of autism kids about how learning is to be initiated and in what direction

When we need to do correct, we need to stop doing wrong.

When going ahead is our goal. Let’s not go behind.

Whatever child used to do in past and has regresses, lets keep that as a goal to get back in 6 months and move ahead.

Our kid has learning deficit. It’s not delay. Delays get catch up, deficits need double speed to overcome to an extent.

In autism the social and cognitive development is slowed down to say 0.0005 x zoom.

All developmental soft milestones which appear normally at an age and maturity wil seem to appear slowly, slower, later and develop over months than just 2 weeks in normal kids.

Development Of social and cognitive milestones is important for learning.

Our kid has learning deficit. Kid couldn’t learn like normal kids bcos child is not receptive for learning.

Whatever child has learnt, had learnt in extremely slow speed with heavily repeated conditioning.

Our aim is to help the kid learn on his own from environment.

So, when learning is our motive, and we have serious learning deficit, we need to be very serious about this goal and work towards it.

So when learning is our motive, at least for 2 months let’s give 200% percent to it and strictly stay away from entertainment. 

If maximum time of the day is not spent on learning it means that maximum time of the day is just time passed or spent on entertainment. And if so, means we are not serious about learning.

What child has to learn is being human to become a member of the family.

Being a member of family. One who can become a member of family then only one can become member of society.

To become a member of family, the kid has to learn to connect with family members.

Only when u connect with someone we communicate with them.

Without connection and communication  there is no onversation.

What one has to learn is to

 1. Be with humans 

2. Look at humans 

3. Listen to humans 

4. Follow humans 

5. Feel humans 

6. Develop a relationship with humans 

7. Listen to humans

 8. Copy the feelings, looks, communication and conversations 9. Copy the language and intellect and behaviour . 

To develop awareness of human word  it’s important that child should develop awareness of environment. Initially (basic non living and ) most importantly basic living environment.

Awareness of environment is developed only when child gives attention to the environment.

To notice any thing or any one or feel any thing or any one , one needs to notice the environment 

To notice the environment,  one needs to develop posture of attention.

Posture of attention is like being receptive. 

Without receptiveness, there is no learning 

So let’s make the kid receptive. Only when we can make the kid receptive, we can expect a response. Initially without understanding  and later with minimal understanding, which will grow as per inputs.

Posture of attention means steadyness of body and mind. It’s like fixing the dish antenna to receive signals. Only when body receives signals, in time and adequate, the signals are noted and processed.

Autism kids are not receptive as per age. Mainly bcos their mind or body is not in a state of receptiveness.

For example, 

1. One may need to call by name or action many times to get attention

2. One may fail to get child’s attention to the learning objects or people

It means eyes are there to notice and ears are there to listen, the kid is not blind or deaf, but cannot see or hear promptly to a signal.

One most common reason why someone cannot pay attention despite repeated attempts being..

1. The child is not steady by body or child’s body hands or feet or eyes are in continuous state of movement. When one is in movement, attention takes backfoot 

2. The child is not steady by mind or child’s thought behaviors action feeling or sensing the environment are not steady. Unless the body is steady, mind cannot  be steady

3. Only when body  and mind is steady , eyes can focus.

4. To learn something , eyes and ears attention needs to be given to the person who is teaching throught eyes and sound /language.

5. Unless u look at a person or human, u cannot connect with them.

6. Listening by ears , need a sustained focus with eyes.

7. Humans are best connected by eye to eye connection.. longer and sustained

8. Only when u develop a good eye to eye connection , u can initiate listening.

9. Ears are there to listen.

10. To become aware of environment, we need to appreciate, understand and learn signals given to eyes and eats

11. 99% of our knowledge and learning comes through listening or verbal learning.

12. Verbal or listened learning has language, vocabulary, imagination, past tense and future tense 

13. Visual learning lacks all this and surely touch based learning doesn’t  help u understand language communication and no 12 above.

14. To conclude, one has initiate sustained sitting, sustained looking and sustained listening in preferablybverbal form to develop awareness of surroundings.

15. Learning by eyes and ears through verbal form is 1000 times superior to nonverbal learning through skin and toys.

Dr Santosh Kondekar www.autismdoctor.in

Continued..