Dr. Achintya Mitra
BAMS, MD (Ayurveda)
Research Officer & H.O.D. (Hospital Division)
National Research Institute of Ayurvedic Drug Development (NRIAADD)
Central Council for Research in Ayurvedic Sciences (CCRAS)
4, CN Block, Minerva Road, Sector V, Kolkata 700091 (Near RS Software)
Hours: 10-12:30 AM | Phone: 033 2367-3808/3881
Dr. C. M. Pradyumna
BAMS (Gold Medalist), MD (Ayurvedic Pharmacology)
Director, Prasida Ayurveda Clinic (Private Chamber)
Adya Shakti, CK 128, Sector II, Salt Lake, Kolkata 700091
Phone: 4061-1976 www.prasida.com
Ayurveda doctors are expected to prescribe you food
habits control, digestive track cleaning enzymes (Bramhi Ghee, Sarswat Ghee, Mahakalyanaka Ghee
etc.), massage oil externally in head or body or feet (e.g. Almond Oil, Sesame
Oil etc), Use Essential Oils (Vetiver, Cedarwood, Lavender etc.) during bath and bed-pillows,
and supplement syrups consist of Ayurveda herbs like bramhi, aswagandha, shankhapuspi, gotu kola, thalapothichil, shirodhara, abhyangam, ksheeradhara,
etc. which improves brain function, speech and hyperactivity. Anything prescribed
beyond this or some panchakarma etc. - kindly validate the reason, course time,
cost, and expected benefits well from the doctor.
Group Therapy: You can give attributed group therapy on "social skills and classroom orientation" conducted by reputed therapy centres. The group therapy is only meaningful to start when there has been some progress level achieved through one-to-one intervention. They will address the lack of participation concerns (not able to frame questions to express his interest and needs, long time sitting mandate, and lack of self-tolerance against external distractions).
Model Classroom: You can also create a school like" infrastructure at a corner place of your home. Make a ADHD cut-out chair with locking-desk by a carpenter. Make a "Wait" card where child will place his fingers and to be used as penalty. Fix a small white-board at wall facing the desk and use markers to write in big fonts. Kid should learn to copy from the white-board. Slowly, you can teach typical classroom commands like raise your hands, come in, get out, sit down, stand up, look at me etc. Initially ask other family members also sit and mimic as "students" to encourage the child or put soft toys as fellow students of your class. Also simulate the starting, periods (intervals), and end by alarm in mobile or whistle. Before the start and end, just put off the light for 2-3 minutes and habituate the child to wait in dark. Once light is put back, immediately start lessons. This is very important to build patience when teacher is not around or switchover of periods at real scenario. To start with, the periods should be small-time (10 min) and increase gradually. After each interval free the kid to relax or give some games or food whatever he likes. Encourage him to take out and put back books and copies from bags (organizational skill). You bring more variation and fun in this programme to make it more interesting and personalized!! The next step of this game is how to introduce tolerance for peer distractions and environment disturbances which significantly bother a ASD child in classroom to sit calm and make them restless. Will write that later.
Social Story/Visuals: Buy two big mount-papers and hang them somewhere near the white-board. Write "Good" in one and "Bad" in another in large font. Each mount paper should have two vertical section: Activities and Reward/Penalty. The "Good" mount-paper should have good activities defined in the upper section (first) and corresponding rewards in bottom section (last). Conversely, "Bad" mount-paper should define "penalties" in upper section (first) and "bad" activities in bottom section (last). This is because "Good" is best taught by "Cause-Effect (future mode)" model while "Bad" is best taught by "Why-Because (past mode)" model. Google search/download/print and paste visual images for "Good" and "Bad" activities that you kid typically do and mention reinforcements (reward/penalties). Further personalize two mount-boards with two persons/characters (with photo) to say "X is good, he does these, and get these, wow!" and define in parallel "Y is bad, these worsts always happen to him, because he had done these bad activities before". Use only pictures, avoid cartoon and instead use real pictures as ASD kids struggle to understand cartoons implicit meanings.
Mainak Santra has unique strategies for language development but getting his appointment is very difficult. For many cases, he delegates parents to his associates Abhishek/Kaberi etc. for frequent classes while he reviews the candidate after every 1-2 month. Can anyone provide more information and their experience on this model? Is his associates are equally effective? Do they also change programs (tasks)? Or they only practice what Mainak has given and verify whether task is achieved and then delegate to Mainak for next program?
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