Dr.R.K. Jain

Dr.R.K. Jain
Pediatric Neurologist, Gurgaon

MBBS, DCH, MRCPch, FRCPCH, CCT- British Board

  • Dr. Rakesh Jain is a consultant at Fortis Memorial Research Institute, Gurgaon
  • Consultant Paediatric Neurology, Oxford University Hospital, Oxford
  • Neurodevelopment clinics, Oxford University Hospital, Oxford
  • Fellowship - Paediatric Neurodisability, GOSH (Great Ormond Street Hosp), London
  • Neonatal Medicine & Neurology clinics, Royal Berkshire Hospital, Reading
  • Paeds & Neuro-intensive care Unit, King's College Hospital, London


  • Pediatric Neurology

  • Pediatrics

  • Pediatric Neuro Rehabilitation


  • Childhood seizure disorders
  • Epilepsy
  • Cerebral Palsy
  • Mental Retardation
  • Child development problems
  • Attention deficit disorders (ADHD)
  • Autism
  • Development coordination disorders
  • Metabolic disorders
  • Stroke
  • Botox therapy in Cerebral Palsy


  • MBBS from PGIMS Rohtak, 1998
  • DCH from Pt. B D Sharma Postgraduate Institute of Medical Sciences, Rohtak (Haryana), 2001
  • MRCPch from Royal College of Paediatrics and Child Health, UK, 2005
  • FRCPCH from Royal College of Obstetricians and Gynaecologists, London, 2011
  • CCT from Oxford University Hospital, UK, 2011

Practice Information

Fortis Memorial Research Institute, Gurgaon

Fortis Memorial Research Institute, Gurgaon

Opp HUDA City Centre Metro Station, Sector 44, Gurgaon, Haryana - 122002


09:00 AM - 12:00 PM

Child Neurology Clinic, Gurgaon

Child Neurology Clinic, Gurgaon

Mvatika City, Shop 28, Sohna Road, Gurgaon, Haryana - 122018


06:30 PM - 08:30 PM

Private Practice Information



C 4/ 17, Safdarjung Development Area, Delhi, Delhi - 110016

  • 7838371351
Advanced Paediatric Neurology Clinic

Advanced Paediatric Neurology Clinic

Jhadsa road, Sector 15, Gurgaon, Haryana - 122001


05:00 PM - 08:00 PM


05:00 PM - 08:00 PM


05:00 PM - 08:00 PM

  • (+91) 7838371351
Child Neurologist - Dr R K Jain

Child Neurologist - Dr R K Jain

32 Pearls Clinic, Shop 28, Vatika city, Sector 49, Gurgaon, Haryana - 122018


06:30 PM - 08:30 PM


06:30 PM - 08:30 PM


06:30 PM - 08:30 PM

  • (+91) 7838371351

Patient Experience

Your participation in the survey will help other patients make informed decisions. You will also be helping Dr.R.K. Jain and his staff know how they are doing and how they can improve their services.

Achievements & Contributions

  • Presentation: Recurrent apnoeas in an infant with Prader-Willi syndrome. Poster presentation, BPNA Annual conference, Edinburgh. Jan 2013
  • Presentation: Video EEG (vEEG) outcome on children referred following a single unprovoked afebrile seizure. Poster presentation, BPNA Annual conference, London. Jan 2012
  • Presentation: The EEG in children referred for suspected epileptic absences: How often is it diagnostic. Poster presentation, BPNA Annual conference, Edinburgh. Jan 2011
  • Presentation: An infantile onset epileptic encephalopathy associated with a homozygous missense variant in the SCN1A gene. Platform presentation, BPNA (British Paediatric Neurology Association) Annual conference, Edinburgh. Jan 2010
  • Presentation: Non-organic seizure disorder, Paediatric grand round, JRH, Oxford. Dec 2009
  • Training for examiners for OSCE, Oxford Dec 2011
  • Advance Paediatric EEG Workshop (5 day), Birmingham, Oct 2011
  • Paediatric Neurology master classes, Bristol Sep 2011
  • Course: Quality and Safety in patient management, NESC course centre, Oxford Sep 2011
  • Update on paediatric advance life support, Oxford Aug 11
  • Human factors in paediatric care, Oxford July 11
  • Recognition of the sick new born, Oxford March 11
  • Advance neonatal ventilation workshop, Oxford Feb 11
  • Publication: Skeletal Muscle Myopathy Mutations at the Actin-Tropomyosin Interface that Cause Gain Or Loss of Function. Biophysical Journal Jan 2012. 102(3) pp. 231a
  • Publication: Recurrent apnoeas in an infant with Prader-Willi syndrome. Developmental Medicine and Child Neurology supp.1 January 2013 Vol. 53
  • Publication: Video EEG (vEEG) outcome on children referred following a single unprovoked afebrile seizure. Developmental Medicine and Child Neurology supp1 January 2012; 54: 67-67
  • Publication: Hypertonic nemaline myopathy: a novel disease entity (accepted in journal of 'NEUROLOGY'/2011/395210)
  • Publication: Video EEG (vEEG) outcome on children referred following a single unprovoked afebrile seizure. Arch Dis Child. 2012 Jan; 97(1):90. Epub 2011 Oct 6
  • Publication: Evaluation of the floppy infant. Journal of Paediatrics and Child Health Nov 2011; 21: 495-500
  • Publication: Electro-clinical outcome of children referred with suspected absence seizures. Arch Dis Child. 2011 Oct; 96(10): 987-8. Epub 2011 Sep 8
  • General Medical Council (GMC), UK
  • Indian Medical Council & Delhi Medical Council
  • Royal College of Paediatrics and Child Health (RCPCH), UK
  • Medical Defence Union (MDU), UK
  • British Paediatric Neurology Association (BPNA), UK
  • International League Against Epilepsy (ILAE)
  • Fellow, Royal College of Paediatrics and Child Health (RCPCH), UK
  • International Child Neurology Association (ICNA), US
  • Association of Child Neurology, India


Attention deficit-hyperactivity disorder (ADHD) is a  neuro behavioral disorder that affects 3-5 percent of the children. It interferes with a person's ability to stay on a task and to exercise age-appropriate inhibition. Some of the warning signs of ADHD include failure to listen to instructions, inability to organize oneself and school work, fidgeting with hands and feet, talking too much, leaving projects, chores and homework unfinished, and having trouble paying attention to and responding to details.

ADHD is usually diagnosed in childhood, although the condition can continue into the adult years. How common is ADHD? ADHD is very common. On average, it affects 5% of school-aged children around the world, or about one in every 20 children. This means that in many countries, there may be one or two children with ADHD in every classroom.

What happens if you do not diagnose or treat the ADHD?

• School failure • Depression and anxiety • Problems with relationships • Substance abuse • Delinquency • Risk for accidental injuries • Job failure How do we diagnose ADHD? A child's teacher may be the first person to suspect that a child has ADHD, especially if he is hyperactive and often disrupts class. However, parents may notice signs of ADHD before the child begins school, such as problems with social skills and disruptive behaviour. Alternatively, parents may realize that their child is having problems if she does poorly at school. If you or your child’s teacher suspects your child might have ADHD, your child should be assessed by a doctor. A doctor will consider ADHD when they see a child who: • is failing at school • disrupts class • cannot sit still or is hyperactive • acts without thinking • does not pay attention or does not seem to listen • cannot concentrate • daydreams • has problems with friendships and other social relationships • has low self-esteem

Is there any treatment?

With treatment, most people with ADHD can be successful in school and lead productive lives. The usual course of treatment may include medications like methyl phenidate, atmoxetine, which decrease impulsivity and hyperactivity and increase attention. Most experts agree that treatment for ADHD should address multiple aspects of the individual's functioning and should not be limited to the use of medications alone. Psychotherapy: Treatment should include structured classroom management, parent education (to address discipline and limit-setting), and tutoring and/or behavioral therapy for the child.

What are other coexisting conditions with ADHD?

There are certain conditions which could also manifest in these children like epilepsy, obsessive behavioral disorders, sleep disorders, Tourette syndrome, learning disability, etc. All these conditions do not present in every child but there are 30-40% chances of having one or more of these conditions in a child suffering from ADHD Tips to Help Kids Schedule. Keep the same routine every day, from wake-up time to bedtime. Include time for homework, outdoor play, and indoor activities. Keep the schedule on the refrigerator or on a bulletin board in the kitchen. Write changes on the schedule as far in advance as possible. Organize everyday items. Have a place for everything, and keep everything in its place. This includes clothing, backpacks, and toys.

Use homework and notebook organizers. Use organizers for school material and supplies. Stress to your child the importance of writing down assignments and bringing home the necessary books. Be clear and consistent. Children with ADHD need consistent rules they can understand and follow. Give praise or rewards when rules are followed. Children with ADHD often receive and expect criticism. Look for good behavior, and praise it.

Delayed Speech: Can it be autism?

Autism spectrum disorder (ASD) is a range of complex neurodevelopment disorders, characterized by social impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of behavior.  Autistic disorder, sometimes called autism or classical ASD, is the most severe form of ASD, while other conditions along the spectrum include a milder form known as Asperger syndrome. Males are four times more likely to have an ASD than females. A recent study in US found 1 in 68 children suffering from autism.

What are some common signs of autism?

 The hall feature of ASD is impaired social interaction.  As early as infancy, a baby with ASD may be unresponsive to people or focus intently on one item to the exclusion of others for long periods of time.  A child with ASD may appear to develop normally and then withdraw and become indifferent to social engagement.

Children with an ASD may fail to respond to their names and often avoid eye contact with other people.  They have difficulty interpreting what others are thinking or feeling because they can’t understand social cues, such as tone of voice or facial expressions, and don’t watch other people’s faces for clues about appropriate behavior. They lack empathy.

Many children with an ASD engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head-banging.  They also tend to start speaking later than other children and may refer to themselves by name instead of “I” or “me.”  Children with an ASD don’t know how to play interactively with other children.  Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking.

Children with characteristics of an ASD may have co-occurring conditions, including Fragile X syndrome (which causes mental retardation), tuberous sclerosis, epileptic seizures, Tourette syndrome, learning disabilities, and attention deficit disorder.  About 20 to 30 percent of children with an ASD develop epilepsy by the time they reach adulthood. .
How is autism diagnosed?

 Very early indicators that require evaluation by an expert include:

    no babbling or pointing by age 1
    no single words by 16 months or two-word phrases by age 2
    no response to name
    loss of language or social skills
    poor eye contact
    excessive lining up of toys or objects
    No smiling or social responsiveness.

Later indicators include:
    impaired ability to make friends with peers
    impaired ability to initiate or sustain a conversation with others
    absence or impairment of imaginative and social play
    stereotyped, repetitive, or unusual use of language
    restricted patterns of interest that are abnormal in intensity or focus
    preoccupation with certain objects or subjects
    Inflexible adherence to specific routines or rituals.

What causes autism?

Scientists aren’t certain about what causes ASD, but it’s likely that both genetics and environment play a role. The theory that parental practices are responsible for ASD has long been disproved.

 What role does inheritance play?

Twin and family studies strongly suggest that some people have a genetic predisposition to autism.  Identical twin studies show that if one twin is affected, there is up to a 90 percent chance the other twin will be affected.  There are a number of studies in progress to determine the specific genetic factors associated with the development of ASD.  In families with one child with ASD, the risk of having a second child with the disorder is approximately 5 percent, or one in 20.  This is greater than the risk for the general population.  Researchers are looking for clues about which genes contribute to this increased susceptibility.  In some cases, parents and other relatives of a child with ASD show mild impairments in social and communicative skills or engage in repetitive behaviors.  

Do symptoms of autism change over time?

For many children, symptoms improve with treatment and with age.  Children whose language skills regress early in life (before the age of 3) appear to have a higher than normal risk of developing epilepsy or seizure-like brain activity.  During adolescence, some children with an ASD may become depressed or experience behavioral problems, and their treatment may need some modification as they transition to adulthood.  People with an ASD usually continue to need services and supports as they get older, but many are able to work successfully and live independently or within a supportive environment.

How is autism treated?

There is no cure for ASDs. However, it is important to diagnose it early and look for associated conditions like ADHD (Attention deficit hyperactive disorder), Epilepsy, sleep disorders, etc. Earlier is intervention, better is the outcome. Therapies and behavioral interventions are designed to remedy specific symptoms and can bring about substantial improvement.  The ideal treatment plan coordinates therapies and interventions that meet the specific needs of individual children.

Educational/behavioral interventions:  Therapists use highly structured and intensive skill-oriented training sessions to help children develop social and language skills, such as Applied Behavioral Analysis.  Family counseling for the parents and siblings of children with an ASD often helps families cope with the particular challenges of living with a child with an ASD.

Medications:  Doctors may prescribe medications for treatment of specific autism-related symptoms, such as anxiety, depression, or obsessive-compulsive disorder.  Antipsychotic medications are used to treat severe behavioral problems.  Seizures can be treated with one or more anti convulsant drugs.  Medication used to treat people with attention deficit disorder can be used effectively to help decrease impulsive and hyperactivity.

Other therapies:  There are a number of controversial therapies or interventions available, but few, if any, are supported by scientific studies.  Parents should use caution before adopting any unproven treatments.  Although dietary interventions have been helpful in some children, parents should be careful that their child’s nutritional status is carefully followed.