story making story telling and picture reading skills in autism kids , for parents

Teaching Story Making, Picture Reading & Story Telling Skills in Children with Autism

By Dr. Santosh V Kondekar

Children with autism do not fail to speak because they do not have words.

They fail to speak because they do not connect events into meaning.

Story making is not just language —

it is how the brain learns to think, plan, feel and communicate.

If we can teach a child to understand a picture,

we are actually teaching him to understand life.

Why Story Skills Are Weak in Autism

Most autistic children:

See details but not the whole scene

Know objects but not relationships

Know words but not meaning

Hear sounds but do not follow a sequence

So they may say: “Dog… bone…”

but they cannot say

“The dog found a bone.”

That missing link is story building.

What Is Story Making?

Story making is the ability to:

Notice what is happening

Identify who and what

Add actions

Put things in order

Add feelings

Speak the full idea

This is the brain’s executive + language + emotional network working together.

Step 1 – Teach Picture Awareness

Take any simple picture.

Do NOT ask: “What is this?”

Instead say: “Look… something is happening here.”

Wait.

Let the child observe quietly.

This trains visual attention, which is the base of storytelling.

Step 2 – Name People and Objects

Point slowly and label: “Boy.”

“Dog.”

“Ball.”

Do this many times.

Don’t force the child to repeat.

Let the brain store these labels.

This builds the vocabulary bank.

Step 3 – Add Actions (Verbs)

Now point and say: “Boy running.”

“Dog eating.”

“Girl crying.”

Autism children struggle with verbs.

But verbs create stories.

Repeat verbs again and again in daily life:

eating

opening

washing

sitting

walking

Step 4 – Teach Sequence

Show 2 or 3 pictures:

Boy

Dog

Ball

Say: “First boy… then dog… then ball.”

Do not rush.

Sequence builds the thinking path.

Step 5 – Add Feelings

Point to faces: “Happy.”

“Sad.”

“Angry.”

“Scared.”

Feelings are what turn events into meaning.

Stories without emotions become robotic.

Step 6 – Model the Story

Now combine everything:

“The boy is running.

The dog is chasing the ball.

The boy is happy.”

Let the child hear full sentences again and again.

This is how the speech brain gets trained.

Do NOT Force Speaking

Never say: “Say it.”

“Repeat after me.”

Instead say it yourself.

Listening comes before speaking.

Stories first fill the brain…

Speech comes later.

Use Daily Life as Stories

Turn daily activities into stories:

“Mom is cooking.

The pan is hot.

The food smells nice.”

“The boy is bathing.

Water is falling.

He is smiling.”

This is live storytelling therapy.

How Much Practice is Needed?

Minimum: 2–3 hours of story exposure every day

Through:

Talking

Reading

Describing

Watching with commentary

This is what fills the brain’s “language well.”

Final Message for Parents

Autism is not a speech problem.

It is a meaning and connection problem.

Stories teach:

Thinking

Planning

Emotion

Memory

Language

So if you want your child to speak, teach him to see, feel and understand stories first.

Dr Kondekar recommends Champak Magazine subscription and nOwn book library recommendations as per the appropriateness of age IQ and development.

executive function development in autism kids

**Why Executive Function Skills Matter in Children with Autism

— and How Parents Can Build Them at Home**

By Dr. Santosh V. Kondekar

(www.autismdoctor.in)

When parents say,

“My child knows many things but still cannot manage daily life,”

they are actually describing a difficulty in Executive Function.

Executive function is not about intelligence.

It is about using intelligence in daily life.

It is the brain’s CEO system — the part that helps a child:

Start a task

Stay on it

Shift when needed

Remember steps

Control impulses

Finish what they begin

In autism, this CEO system develops slowly. That is why children may:

Know words but not use them

Know what to do but not do it

Learn but not apply

Understand but not organize

What Are Executive Function Skills?

Executive functions include:

What it looks like in daily life

Skill

Planning

Knowing what to do first, next, and last

Working memory

Holding instructions in mind

Attention

Staying focused

Self-control

Not acting impulsively

Organization

Keeping things in order

Flexibility

Changing when things don’t go as planned

A child with weak executive skills may:

Forget instructions

Jump from one activity to another

Get stuck on one thing

Get angry when plans change

Be unable to complete even simple routines

This is not laziness.

This is brain wiring.

Why Autism Affects Executive Function

Autism is primarily a disorder of:

Attention

Awareness

Sensory integration

Meaning-making

The frontal lobe (the planning brain) receives poor input from listening, seeing, and understanding.

So the child’s brain has ideas but no roadmap.

Just like a GPS without satellite signal.

That is why teaching executive skills is more important than teaching academics.

How Parents Can Build Executive Function at Home

You do not need expensive therapy.

You need structure, language, and repetition.

1. Talk through everything

Narrate daily life:

“Now we open the box. Now we take the spoon. Now we eat.”

This builds mental sequencing — the base of planning.

2. Break tasks into steps

Instead of:

“Get ready”

Say:

Wear shirt

Wear pants

Wear shoes

The brain learns how to organize actions.

3. Use visual schedules

Pictures of:

Wake up

Brush

Eat

School

Play

Sleep

The brain learns to predict and plan.

4. Teach waiting and turn-taking

Games like:

Rolling a ball

Board games

Passing objects

This builds impulse control and working memory.

5. Use stories and sequencing

Ask:

“What happened first?”

“Then what?”

“What happened last?”

This builds time awareness and logic.

6. Let the child solve small problems

Do not rush to fix:

Missing shoe

Toy not fitting

Block not matching

Struggle builds problem-solving circuits.

Listening Builds Executive Function

A brain that listens:

Organizes

Predicts

Plans

Controls

That is why Dr Kondekar’s protocol emphasizes verbal exposure, conversations, and stories before pushing academics.

No listening = No planning

No planning = No executive function

Final Message for Parents

Your child does not need more pressure.

Your child needs more guided experiences.

Executive function is not taught by worksheets.

It is built by:

Talking

Doing

Repeating

Organizing

Waiting

Storytelling

Every small routine you create is building the CEO of your child’s brain.

And that CEO will decide how independent, calm, and successful your child becomes.

6 basic rules for initiating verbal connection with autism kids

Autism and adhd kids 

1. If we need to practice sustained sitting in the kid, we need to focus on at least not promoting physical activities.

2. If we need to practice sustained learning in the child, w should at least avoid entertainment dominant living.

3. If we need to practice human to human relationships, at least we should move away from object or toy dominant living.

4. If we need to promote verbal understanding, we should focus on listening language and not music dominant inputs.

5. If we need to turn a child good listener, we need to promote listening based learning and not by hand feet activities.

6. If we need to develop social etiquettes at least we should practice social distance face to face and try to stay away from clingy, hug, kiss dominant habits

www.autismdoctor.in

20 tips to improve sitting and focus on ADHD KIDS

20 Tips to Improve Sustained Sitting with Attention in ADHD

- DrKondekar, www.autismdoctor.in

A. 5 Tips for Impulsivity Control

(Stopping sudden movements, blurting, jumping, leaving seat)

1. Teach “Stop–Look–Think” before every task.

2. Use visual stop signs or red cards on the table.

3. Give one instruction at a time, not multiple.

4. Use a timer to wait before responding.

5. Reward waiting, not just correct answers.

B. 10 Tips to Improve Inattention

(Improving looking, listening, processing, and staying on task)

6. Seat the child facing a plain wall, not distractions.

7. Keep only one toy or one book on the table.

8. Use short tasks of 5–10 minutes repeatedly.

9. Use visual schedules for what comes next.

10. Read aloud with slow, clear voice daily.

11. Use pointing and naming while the child looks.

12. Describe what the child is doing continuously.

13. Use pictures and storybooks more than questions.

14. Increase sitting time gradually, not suddenly.

15. Always finish a started task before changing activity.

C. 10 Tips to Reduce Hyperactivity

(Helping body and brain to slow down and stay still)

16. Give heavy work before sitting (pushing, pulling, carrying).

17. Use a fixed sitting place and same chair daily.

18. Use rhythmic slow speech while teaching.

19. Avoid fast music or loud TV during learning.

20. Use a timer to define start and end of sitting.

21. Provide short movement breaks between sittings.

22. Use floor sitting or cross-leg sitting for stability.

23. Keep hands busy with pencil, book or card.

24. Teach slow breathing before sitting tasks.

25. Praise stillness more than performance.

> Still body → better listening → better understanding → better learning

core strength or motor development is not must for speech and communication Dr Kondekar

Why core muscle strength is NOT required for development of speech and communication

1. Speech is a neuro-cognitive function, not a gross motor task

Speech and communication are primarily controlled by:

Auditory cortex (listening & sound discrimination)

Language centers (Wernicke’s & Broca’s areas)

Fine oral motor coordination (lips, tongue, jaw)

Cognitive intent & social motivation

👉 Core muscles (abdomen, back, trunk) are not part of the speech motor pathway.

2. Children speak while lying, sitting, crawling, or being carried

Children:

Babble while lying on their back

Speak while sitting supported

Talk while being carried

Communicate even in wheelchairs or beds

👉 If core strength were essential, speech would stop in non-upright positions, which never happens.

3. Speech precedes mature core strength development

Developmental timelines show:

Babbling starts at 4–6 months

Meaningful words by 10–15 months

Sentences by 2–3 years

At these ages:

Core strength is immature

Postural stability is still developing

👉 Speech clearly emerges before strong core control, proving it is not dependent on it.

4. Children with severe motor disability still develop speech

Examples:

Children with cerebral palsy

Children with spinal cord involvement

Children with muscular dystrophy

Many have:

Poor trunk control

Weak core muscles

Yet:

Receptive language develops

Speech and communication can develop with appropriate auditory input

👉 This decisively disproves the “core strength → speech” myth.

5. What speech actually requires

Speech development needs:

1. Listening exposure (auditory nutrition)

2. Repetition of sound patterns

3. Meaningful language input

4. Motivation to communicate

5. Neural plasticity

🚫 None of these require abdominal or back muscle strengthening.

L

6. Confusion arises from posture ≠ prerequisite

Good posture can:

Improve breath support

Improve attention span

Reduce fatigue

But:

Helpful ≠ essential

Supportive ≠ prerequisite

👉 Posture may optimize speech, but does not create it.

7. Over-emphasis on core strength delays real intervention

When parents are told:

> “First build core, then speech will come”

They lose:

Crucial early language exposure time

Window of maximum brain plasticity

👉 This delay causes avoidable speech delay, not improvement.

Dr kondekars One-liners

1. Speech comes from the brain, not the belly.

2. Children talk even when lying down.

3. Listening builds language, not muscle power.

4. Core strength helps posture, not speech development.

5. Babbling starts before sitting — proof enough.

6. Speech delay cannot be fixed by physical exercises.

7. Language grows through ears, not abs.

8. Strong listening today prevents speech delay tomorrow.

9. Waiting for motor skills wastes brain plasticity.

10. Talk first, train muscles later if needed.

_______

> Speech comes from the brain through listening, not from the stomach muscles.

Final clinical conclusion

Core muscle strength is NOT a prerequisite for speech or communication development.

Speech is a brain-driven, listening-dependent, language process, and should be addressed directly, not postponed for motor milestones.

1. “Core Strength & Speech Development"

MYTH

> “Child must develop core muscle strength before speech can develop.”

✅ FACT

> Speech and communication develop from the brain and ears — not from abdominal or back muscles.

WHY THIS MYTH IS WRONG

Children talk while lying, sitting, or being carried

Babbling starts before strong trunk control

Children with poor core strength still understand and speak

Speech centers are in the brain, not in the trunk.

KEY MESSAGE BY DR KONDEKAR FOR PARENTS OF AUTISM KIDS

> 🧠 Speech is brain-driven.

👂 Listening builds talking.

💬 Communication does not wait for core muscles.

2. WHAT SPEECH ACTUALLY NEEDS

SPEECH DEVELOPS WITH:

✔ Continuous listening exposure

✔ Repetition of sound patterns

✔ Meaningful spoken language

✔ Emotional connection

✔ Neural plasticity

SPEECH DOES NOT NEED:

✘ Sit-ups

✘ Balance boards

✘ Core strengthening

✘ Waiting for posture milestones

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STRONG LINE FOR PARENTS

> No amount of muscle exercise can replace daily spoken language exposure.----

___

DEVELOPMENTAL PROOF

NORMAL TIMELINE

4–6 months: Babbling

10–15 months: First words

2–3 years: Phrases & sentences

👉 At this age:

Core muscles are immature

Trunk stability is still developing

CONCLUSION

> Speech appears BEFORE strong core strength — therefore it is not dependent on it.

___

There is no neurodevelopmental evidence that core muscle strength is a prerequisite for speech or communication.

Speech is a cortical, auditory-linguistic function, and delaying language intervention for motor milestones leads to avoidable speech delay.

Build the brain with words — not the body with exercises — to develop speech.

simple tips for learning in autism

100 one liners for parents of kids with autism ADHD based on dr kondekar

1. Sitting improves listening → listening improves speech (no medicine can replace this)

2. Listening vs. medicines for speech

“Sustained sitting in one place is essential for improving listening skills.
Without listening, no amount of speech medicine can give verbal output.”

Here are 100 one-liner texts based on Dr. Kondekar’s protocol, specially crafted for parents working with children who have autism, speech delay, learning issues.

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✅ 100 One-Liner Messages (Dr. Kondekar Protocol based)

1. Sitting in one place builds listening; listening builds speech.

2. Speech begins with listening, not with talking.

3. Understanding comes before speaking—always.

4. Teach the ear first; the mouth follows later.

5. Listening time is medicine time for speech.

6. A stable body creates a stable mind.

7. Movement reduces listening; stillness improves it.

8. Don’t rush speech—strengthen listening daily.

9. Eye contact is the first step to language.

10. Reduce noise; increase understanding.

11. Run commentary all day—your voice is therapy.

12. Slow, simple speech helps the child absorb more.

13. Repetition is powerful—repeat words, not instructions.

14. Don’t prompt to speak; prompt to listen.

15. Teach understanding through daily routine words.

16. Use less screen, more human voice.

17. Family radio time builds auditory tolerance.

18. A calm child listens better.

19. A listening child learns faster.

20. Do not teach speech—teach comprehension.

21. Listening improves when the child sits for longer periods.

22. Before speaking, the child must learn to wait.

23. Speech medicines work only when listening is strong.

24. Movement breaks the listening chain.

25. No sitting → no listening → no speech.

26. Therapies work best when parents follow routines.

27. Each word needs exposure 500 times to become meaningful.

28. Speak less, speak slow, speak meaningful.

29. Don’t overteach; teach steadily.

30. Child must enjoy listening before he can start talking.

31. Listening is the gateway to learning.

32. Your voice is the most powerful therapy tool.

33. Behaviour improves when understanding improves.

34. Hyperactivity reduces when meaningful listening increases.

35. Reduce commands; increase connection.

36. First listening, then following, then speaking.

37. Build foundations—don’t chase milestones.

38. Speech emerges from calmness, not excitement.

39. Teach by showing, not by shouting.

40. Kids learn language by hearing, not by copying.

41. Slow listening → slow speech; fast listening → improved speech.

42. Feed the brain with words, not screens.

43. The child must listen to 10,000 hours before speaking smoothly.

44. Work on attention before working on speech.

45. Don’t label behaviour—guide it gently.

46. Tantrums reduce when comprehension rises.

47. Use structured routines—children learn faster.

48. Speak only what the child can understand.

49. Listening builds memory; memory builds speech.

50. Teach meaning, not vocabulary lists.

51. A child who listens better behaves better.

52. When the child starts understanding, speech will come naturally.

53. Stop correcting speech; start enriching listening.

54. Activities should improve attention, not overstimulate.

55. Parents are the primary therapists.

56. Children learn language through immersion, not drills.

57. Listening is a long-term investment.

58. One calm instruction is better than ten loud ones.

59. Teach through daily experiences, not special classes.

60. Don’t chase words—chase connection.

61. The brain needs repetition, not pressure.

62. A child who listens well will eventually speak well.

63. Teach through play, not force.

64. Reward listening, not speaking.

65. Speak to the child, not at the child.

66. Give time for the brain to process words.

67. Language grows when understanding grows.

68. Avoid multitasking—focus on one listening activity at a time.

69. Build silent moments for the child to absorb.

70. Follow a daily audio routine religiously.

71. Parents must model calm behaviour for the child to learn.

72. Teaching happens all day, not only in therapy sessions.

73. Don’t expect talking without listening.

74. Foundation first, speech later.

75. Teach by exposing, not by testing.

76. Listening skills grow in quiet environments.

77. Reduce visual distractions to improve listening.

78. Focus on comprehension, not copying.

79. Invest time in early listening training.

80. Talk during routines—bathing, eating, dressing.

81. Kids learn from consistent voices, not inconsistent instructions.

82. Don’t push speech; pull understanding.

83. Speech delay improves when listening delay improves.

84. Your daily voice input is therapy dose.

85. Teach actions + words together.

86. Understanding words reduces frustration.

87. Don’t force speech output—wait for natural expression.

88. Listening therapy is invisible but powerful.

89. Strong listening reduces hyperactivity.

90. Teach meaning through repetition and context.

91. Listening growth is slow but steady.

92. Children understand more than they speak—respect that process.

93. Make listening fun, not tiring.

94. Emotional connection improves auditory learning.

95. Child must feel safe to listen.

96. Before vocabulary comes attention.

97. Speech emerges when listening, attention, and calmness meet.

98. Listening is the mother of all learning.

99. Don’t chase speech medicines—build listening habits.

100. Speech is the result; listening is the cause. 

www.autismdoctor.in

Dr Santosh Kondekars message on world habilitation day

Dr. Santosh Kondekar’s Message on World Habilitation Day

World Habilitation Day reminds us that every child deserves the chance to grow, learn, express and participate — not after “fixing” them, but by nurturing their abilities today.

Habilitation is not about correcting disabilities.

It is about building abilities, step by step, with the right environment, consistency, and compassion.

Every small skill — eye contact, waiting, listening, responding, imitating, cooperating — becomes a building block for communication, behaviour, and independence.

👶 When we habilitate early, the child learns faster.

👨‍👩‍👧 When families join the process, progress becomes natural.

🏫 When society accepts neurodiversity, children thrive without fear.

On this day, let us promise:

To observe more and judge less

To teach patiently and celebrate every effort

To support parents, who are the real therapists

To create opportunities, not limitations

To prioritise daily routines over therapies done once a week

Every child can learn — in their own pace, in their own style, with our guidance.

Habilitation is hope made practical.

Let us make every day a habilitation day.

— Dr. Santosh Kondekar

Developmental Pediatrician

www.autismdoctor.in

improving eye contact connection in autism kids

Activities to Improve Eye-to-Eye Connection

(As per Dr. Kondekar’s Structured Connection Protocol)

Eye to eye human to human connection through 

Peeka boo

Look through hole

Learn to take selfie

Watch own eyes in mirror

Selfie 

video calls

Eye to Eye, not Eye to Object

In autism, socialization and communication do not begin with toys.

They begin with human eyes.

When a child looks into

a human face → a human mind opens.

When a child looks at

an object or a toy → only a movement is seen.

Toys give stimulation,

People give meaning.

Only eye-to-eye connection creates:

• emotions

• intention

• understanding

• language

• social bonding

Object-to-eye connection creates only:

• distraction

• repetition

• self-stimulation

• isolation

If you want speech, first create connection.

If you want learning, first create a human bond.

🧠 Autism is not a lack of ability — it is a lack of human connection.

Dr Santosh V. Kondekar

🌐 www.autismdoctor.in

---

1️⃣ The Name–Eye Pause

Sit at child’s level.

Call the child’s name softly.

Pause 3 seconds without repeating.

If the child looks — smile warmly and say, “Good looking!”

If no response, gently tap shoulder and repeat once.

📌 Goal: Child connects name → eye → response.

---

2️⃣ Snack / Toy Request Pause

Hold the favourite item near your eyes, not near their hands.

Wait 2–3 seconds.

The moment they look at your eyes — give the item with praise.

✨ This builds purposeful eye contact linked to communication.

---

3️⃣ Peek-A-Boo with Emotion

Hide behind hands or object.

Show exaggerated smile + expression when you reveal your face.

Slow pace.

Repeat only as long as child enjoys.

🎭 Emotions stimulate curiosity → eye contact.

---

4️⃣ Mirror Time

Sit in front of a mirror together.

Make silly faces: 😛 😍 😮 🙃

Pause after each face to allow child to look at your eyes.

🪞 Mirror reduces pressure and increases attention to eyes.

---

5️⃣ Bubbles + Waiting

Blow bubbles.

Hold the bubble wand near your eyes and pause.

When child gives eye contact → continue blowing.

🫧 Builds turn-taking + anticipatory attention.

---

6️⃣ Singing With Pauses

Sing familiar rhyme (Twinkle Twinkle / Wheels on the Bus).

Pause at predictable point while looking at child’s eyes.

Example:

“Wheels on the bus go round and …………. (look and wait).”

🎶 Child learns: Look → communication continues.

---

7️⃣ Happy-Sad-Surprised Game

Make expressive faces slowly:

Happy 😊

Sad 😢

Angry 😠

Surprised 😮

Encourage child to notice eyes and expressions.

👁 Emotional learning improves eye focus.

---

8️⃣ Rolling Ball Game (Face → Object → Face)

Roll the ball back and forth.

Before rolling, make sure the child looks at your face.

Use short phrases:

🗣 “Ready?” … (wait for eye contact) … “Go!”

⚽ Helps eye shift between object and human face — essential skill.

---

9️⃣ Story Time With Close Facial Cues

Sit face-to-face.

Use animated voice and slow gestures.

Show pictures only after the child looks at your eyes.

📚 Promotes shared attention.

---

🔟 Hug-Tickle-Pause Routine

Play gently: tickle-hug / swing-up-down.

STOP unexpectedly

Wait for child’s eye contact → then continue.

🧩 Builds expectation → eye contact → reward rhythm.

---

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General Rules (As per Dr. Kondekar’s Guidance)

✔ Do not force or hold the face.

✔ Keep activities short (2–5 min) but frequent (5–10 times/day).

✔ Use emotion, pause, anticipation and reward.

✔ Focus on connection, not correction.

✔ Eye contact should feel safe, fun, meaningful — never demanded

Daily Routine Summary

Time Activity Type Duration

Morning Name-Eye pauses + snack request 5–7 min

Mid-day Bubbles + songs with pause 5 min

Evening Ball game + mirror faces 7–10 min

Bedtime Story face-to-face + emotional expressions 5 min

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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 for pdf copy of the follow up format

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

Also read at oral motor exercises and vocabulary list table 

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