Transformation of Children with Dr Dhole’s Protocol: A Functional Development Perspective
Written by : Dr Pravin Dhole
Dr Dhole’s protocol; Autscape®; Functional development in autism
Introduction
Every child develops differently. For children with autism, developmental progress can take many forms—from communicating a preference or learning a new skill to becoming more independent in everyday activities or participating more comfortably at home, school and in the community.
For parents, understanding progress involves looking beyond a diagnosis or a single assessment score. It means understanding how a child is functioning in everyday life and whether their abilities are developing over time.
This is where the concept of functional development becomes particularly important.
The World Health Organization (WHO) recognizes autism as a diverse neurodevelopmental condition, with abilities and support needs varying considerably from one person to another [1]. Therefore, developmental goals and measures of progress need to be individualized.
Among the approaches offered by Aulixo Healthcare is Dr Dhole’s protocol, associated with the Autscape® programme.
A published retrospective pilot study has reported changes in developmental and assessment measures among children who received Autscape® homeopathic medication. However, because the study involved only four children and did not include a randomized comparison group, its findings should be considered preliminary.
This article explores:
What functional development means in autism
What is meant by Dr Dhole’s protocol and Autscape®
What the available research reports
How developmental progress can be assessed
Why evidence and individualized assessment matter
What Is Functional Development in Autism?
Functional development refers to the development of abilities that help a child communicate, learn, interact, become more independent and participate in everyday activities.
It may involve progress in:
Communication: expressing needs, preferences, ideas and emotions
Social participation: engaging with parents, siblings, peers and teachers
Learning: understanding and applying new information
Adaptive skills: developing greater independence in daily activities
Play: exploring, engaging and participating in activities
Self-regulation: managing emotions, transitions and everyday demands
Participation: taking part in activities at home, school and in the community
WHO's rehabilitation framework emphasizes improving functioning and quality of life and includes areas such as communication, self-care, social interaction, education and participation [2].
This perspective is important because development does not look the same for every child.
For example:
One child may be working towards communicating basic needs.
Another may communicate fluently but require support with social interaction.
Another may be developing independence with dressing, eating or personal care.
A child may have strong abilities in one developmental domain while requiring significant support in another.
Therefore, meaningful progress should be considered in relation to the child's individual starting point and developmental goals.
Understanding Dr Dhole’s Protocol and Autscape®
Autscape® is an autism management programme associated with Dr Pravin Dhole and Aulixo Healthcare. According to Aulixo's published information, the programme uses a standardized homeopathic treatment approach and focuses on areas including communication and social development.
The Aulixo content brief specifically identifies the Autscape protocol as a service that may be mentioned in the article.
However, healthcare information should distinguish between a treatment programme's description and evidence established through rigorous scientific research.
The following illustration presents the conceptual framework of transformation associated with the approach, moving from developmental challenges towards greater social engagement, functional abilities, understanding and participation in everyday life.
This conceptual model provides a broad way of viewing developmental change; however, individual outcomes can vary, and the effectiveness of any intervention needs to be evaluated through appropriate clinical assessment and scientific evidence.
What Does the Published Research Show?
A 2025 retrospective pilot study by Dhole and Khosla investigated four elementary-aged children who received Autscape® homeopathic medication [3].
The researchers used:
Indian Scale for Assessment of Autism (ISAA)
Vineland Social Maturity Scale (VSMS)
The study reported reductions in ISAA scores and improvements in certain developmental and adaptive measures following treatment [3].
However, the study had several important limitations:
Very small sample: only four children were included.
Retrospective design: the researchers reviewed previously collected information rather than conducting a prospective randomized trial.
No randomized control group: there was no comparison group against which the treatment could be evaluated.
Potential confounding factors: other therapies, developmental maturation and environmental changes may contribute to observed changes.
The authors themselves indicate that further clinical research is required.
Therefore, the study provides preliminary observations, but it does not establish that Autscape® caused the developmental changes reported.
Why Functional Progress Matters
A diagnosis provides important clinical information, but it does not describe everything about a child's abilities.
Two children with autism can have very different:
communication abilities;
learning profiles;
sensory preferences;
social interests;
adaptive skills;
levels of independence.
For this reason, contemporary guidance emphasizes individualized assessment and support.
NICE recommends interventions that promote functional adaptive skills, including communication and daily-living skills, while taking the child's developmental level and individual needs into consideration [4].
A functional approach therefore asks practical questions such as:
Can the child communicate more effectively?
Can the child express choices and preferences?
Is the child becoming more independent?
Can the child participate in more activities?
Is the child learning new skills?
Can the child apply skills in different environments?
Is the child developing meaningful ways of interacting with others?
These questions can provide a broader picture of development than a single score.
What Can Developmental Transformation Look Like?
Developmental change does not necessarily happen as one dramatic event.
It may occur through a series of smaller steps.
Functional development can be understood across several interconnected areas, from communication and social participation to learning, daily-living skills, play and overall participation.
1. Communication
A child may initially communicate by taking an adult towards an object.
Over time, they may:
● point;
● gesture;
● make a choice between two options;
● use pictures;
● use an augmentative and alternative communication device
● develop spoken language.
Each new communication method can give a child greater ability to express needs and preferences.
2. Social Participation
A child who prefers independent activities may gradually:
● tolerate another person joining their activity;
● participate in parallel play;
● take turns;
● share an activity;
● initiate interaction.
The objective is not to make every child interact in exactly the same way, but to create opportunities for meaningful social participation.
3. Daily-Living Skills
A child who initially needs help with an entire routine may gradually learn individual steps.
For example:
Full assistance → Partial assistance → Guided practice → Greater independence
This may occur with:
● dressing;
● eating;
● personal hygiene;
● organising belongings;
● following morning routines.
4. Learning
Development may involve learning to:
● follow instructions;
● understand sequences;
● remember information;
● solve problems;
● apply previously learned skills in new situations.
5. Participation
Perhaps one of the most meaningful indicators of functional development is whether a child can participate more fully in:
● family activities;
● school;
● recreation;
● social experiences;
● community activities.
The Importance of Developmental Assessment
If developmental progress is going to be evaluated, establishing a baseline is important.
A developmental assessment can provide a structured understanding of a child's current abilities, strengths and areas requiring support.
Assessment may explore:
Developmental Area | What May Be Assessed? |
Communication | Understanding and expressing needs, choices and ideas |
Social Development | Interaction, reciprocity and participation |
Adaptive Functioning | Self-care and everyday independence |
Learning | Understanding, memory and problem-solving |
Regulation | Managing everyday demands and transitions |
Participation | Engagement at home, school and in the community |
Why is a baseline useful?
A baseline can help:
Document the child's abilities before an intervention.
Identify developmental strengths.
Identify areas where additional support may be needed.
Establish realistic developmental goals.
Compare later assessments with the child's starting point.
Track whether observed changes are sustained over time.
Assessment should therefore be more than simply assigning a score. It should help families understand how a child is functioning and what may support further development.
Looking at the Whole Child
A child's functioning can vary depending on the environment.
For instance, a child may demonstrate a particular communication skill at home but find it difficult to use the same skill at school.
Similarly, a child may perform a task independently in a familiar environment but need assistance in an unfamiliar setting.
Factors that can influence functioning include:
● changes in routine;
● communication demands;
● sensory environment;
● familiarity with people;
● expectations of the setting;
● opportunities for practice.
This is why information from home, school and other relevant environments can be valuable when assessing developmental progress.
NICE recommends considering the child's developmental level, communication abilities, environment and individual circumstances when planning support [4].
How Should Parents Think About Transformation?
For families, transformation is often visible in ordinary moments.
It might be:
● a child communicating a clear preference;
● completing part of a daily routine independently;
● joining a sibling in play;
● learning a new skill;
● participating in a classroom activity;
● finding a new way to communicate;
● becoming more comfortable participating in family activities.
These changes can be significant because they expand a child's opportunities for communication, independence and participation.
The WHO similarly emphasizes functioning, participation and quality of life when discussing rehabilitation and support for neurodevelopmental conditions [2].
The most useful question is therefore not simply:
“Has the child's diagnosis changed?”
but also:
“What new abilities is the child developing, and how are those abilities affecting everyday life?”
When Should Parents Consider a Developmental Assessment?
Parents may consider a professional developmental assessment if they have concerns about their child's:
● communication;
● learning;
● social interaction;
● adaptive skills;
● independence;
● overall developmental progress.
Assessment can be particularly useful when parents want to:
Understand their child's current developmental profile.
Identify strengths and areas requiring support.
Establish a developmental baseline.
Monitor progress over time.
Review developmental goals.
Understand whether additional professional support may be appropriate.
Importantly, assessment is not only about identifying difficulties. It can also highlight strengths, interests and existing abilities that can become foundations for further development.
Conclusion
Every child's developmental journey is unique.
For one child, transformation may mean finding a new way to communicate. For another, it may mean becoming more independent with daily activities. For another, it may mean participating in school, playing with peers or developing new ways to engage with the world.
Dr Dhole's protocol and the Autscape® programme represent an approach for which preliminary clinical observations have been published. However, the currently available study is small and retrospective, and larger, well-controlled research is needed before firm conclusions about effectiveness can be drawn.
For families, understanding progress through communication, learning, adaptive functioning, social participation, independence and quality of life can provide a more comprehensive picture of development.
At Aulixo, developmental assessment can help parents understand their child's individual developmental profile, identify strengths and areas requiring support, and track meaningful changes over time.
Take the Next Step with Aulixo
If you have concerns about your child's developmental progress, communication, learning, social interaction or everyday independence, a professional developmental assessment can provide a clearer understanding of your child's current abilities and developmental needs.
Connect with Aulixo to explore a developmental assessment and discuss your child's individual needs with our team.
Book a Developmental Assessment/Consultation
Understanding where your child is today can help you make informed decisions about the support they may need tomorrow.
Frequently Asked Questions
1. How often should a child's developmental progress be reassessed?
There is no single reassessment schedule suitable for every child. The appropriate frequency depends on factors such as age, developmental profile, current concerns and the support being provided. NICE recommends that the needs of autistic children and young people be reviewed as their development and circumstances change [4].
Regular review can help determine whether developmental goals and support strategies remain appropriate.
2. Can developmental progress differ between home and school?
Yes. A child may demonstrate a particular skill in one environment but have difficulty using it in another. Differences in routines, sensory environments, people, communication demands and expectations can affect performance.
For this reason, information from multiple environments can help professionals develop a more complete picture of a child's functioning.
3. What information should parents bring to a developmental assessment?
Parents can bring previous developmental or medical reports, therapy or educational records and information about the child's everyday routines. It can also be helpful to note recent changes in communication, independence, learning, social participation or behaviour.
Parents' observations are particularly valuable because they provide information about how the child functions outside a formal assessment setting.
References
1. Dhole, P., & Khosla, A. (2025). Retrospective, pilot study, of elementary-aged children, transitioning to lower intensity of autism levels, and improvement in developmental milestones. Acta Scientific Neurology, 8(5), 43–59. https://doi.org/10.31080/ASNE.2025.08.0824 (Acta Scientific)
2. National Center for Complementary and Integrative Health. (n.d.). Homeopathy: What you need to know. National Institutes of Health. https://www.nccih.nih.gov/health/homeopathy (NCCIH)
3. National Institute for Health and Care Excellence. (2013). Autism spectrum disorder in under 19s: Support and management (NICE Guideline CG170; updated 2021). https://www.nice.org.uk/guidance/CG170 (Nice)
4. World Health Organization. (2023). Package of interventions for rehabilitation: Module 5: Neurodevelopmental disorders. https://www.who.int/publications/i/item/9789240071193 (World Health Organization)
5. World Health Organization. (2025, September 17). Autism. https://www.who.int/news-room/fact-sheets/detail/autism-spectrum-disorders (World Health Organization)
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