Online paediatric developmental healthcare practice based in India.
“Modern, naturalistic, ethically delivered Applied Behaviour Analysis for children with autism, ADHD, and related developmental conditions. Senior behaviour analysts, paediatrician-supervised plans, parent-led generalisation.”
“Sessions run as structured play — 30 minutes on a kid-friendly video call, with the clinician leading activities that look like games but are built around specific curriculum targets. A parent stays in the session throughout — both to learn the techniques first-hand and to participate alongside the clinician, so the practice carries forward at home between sessions.”
“The earlier the better. Research shows that early intervention — especially before age 5 — leads to significantly better long-term outcomes. That said, therapy is effective at any age. If you're even mildly concerned, don't wait. Book a free consultation.”
“Yes. Online sessions work well for many children on the spectrum — they're in a familiar environment, structure is predictable, and a parent can step in or out as needed.”
“Absolutely not. Seeking therapy is a sign of proactive parenting, not a label. Sessions are completely confidential. Many children graduate from therapy and catch up fully with peers. Early support prevents bigger challenges later.”
“Submit the form on this page or any service page (parent name, child age, phone). A senior member of our intake team calls you back within two working hours during 9 AM–7 PM IST, Monday to Saturday. The free 30-minute consultation itself is scheduled at a time that suits your family — typically within 24 to 48 hours.”
“A developmental paediatrician or senior therapist meets you and your child over secure video. They listen — to what's worrying you, when it started, what you've already tried.”
“No. The free consultation creates no obligation.”
“We'll say so directly. Children whose needs are best served by an in-person team in their own city, or by a specialty centre we don't compete with, get that recommendation candidly. We have referral relationships with developmental paediatricians and clinics across India and abroad and will share what we know. Our reputation depends on our recommendations being honest.”
“Yes. Continuity of therapist matters — particularly for autistic children and for any child where rapport is the gating factor.”
“The criticism is mostly directed at older drill-heavy compliance-focused models that treated autistic ways of being as deficits to extinguish. Modern ABA — how we practise it — is naturalistic, child-led, neurodiversity-informed. We do not target stimming. Skill-building is the goal; making your child appear neurotypical is not.”
“No. The high-hour intensities sometimes quoted reflect specific research protocols. For most families, 4 to 6 sessions per week, ramping up or down as data warrants, is what we recommend. We treat the data, not a fixed prescription.”
“Our behaviour therapists are senior clinicians with formal training in applied behaviour analysis, working under recognised credentialing pathways. Plans are reviewed by our team of developmental paediatricians every four weeks.”
“No. ABA is one evidence-supported intervention; speech, OT, and parental coaching are others. For most autistic children we use ABA as one element of a multi-modal plan, not the entire plan. See our Autism Programme.”
“Some children with ADHD benefit substantially from medication. Many do well with structured behavioural support alone. The current evidence — including the long-running MTA study — suggests strongest outcomes for many children come from behavioural support plus, where indicated, carefully managed medication. We don't push it. We don't refuse to talk about it.”
“Yes. For children showing ADHD-pattern symptoms, behavioural support can run while formal assessment is being scheduled. If our paediatrician's assessment surfaces a different underlying picture (anxiety presenting as inattention, or specific learning disorder), the plan adjusts.”
“Study-skills coaching teaches techniques. Behavioural ADHD support teaches techniques inside a system that addresses the underlying executive-function challenges and the parent–child dynamic those challenges have shaped. Without addressing the system, techniques tend to slide.”
“Sessions are paced shorter, broken into more parts, built around movement. Online actually has advantages here: child is in their own space, regulation cues from home are accessible, parent can co-deliver. We don't insist a child sit still. We design sessions a child can complete.”
“Our developmental paediatrician can complete clinical assessment using ADOS-2-informed observation, parent and teacher report, and developmental history. For families needing a formal diagnostic letter for school accommodations, we can issue it ourselves or coordinate with a trusted in-person team.”
“For most autistic children, yes — and often better than in-clinic. Sensory regulation in the child's own home is steadier; transitions are gentler; the parent is right there to repeat strategies through the rest of the day.”
“Three separately purchased therapies tend to drift apart. Each therapist works on their own goals; no paediatrician oversees all three. Our programme is integrated by design: one paediatrician authors and reviews the whole plan, and the team coordinates weekly.”
“Begin with a free consultation. We won't push you into a programme the same week. We'll tell you what we're seeing, what published evidence says about intervention at your child's age, what we recommend, and what we don't believe is necessary. You take a week to talk it through.”
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