Zeeshan Haider Introduction
In the dynamic landscape of modern parenting, the integration of technology into children’s lives has become inevitable. For children with autism spectrum disorder (ASD), video games and screen time can provide both entertainment and educational benefits. However, understanding the delicate balance between the advantages and potential drawbacks is crucial. This article delves into the intricate relationship between children with ASD, video games, and screen time, emphasizing the significance of moderation and responsible usage.
Video Games as Educational Tools
Video games have evolved beyond mere entertainment, emerging as potential educational tools for children with ASD. While some studies indicate a correlation between ASD and problematic video game use, there are noteworthy advantages when these games are thoughtfully integrated into a child’s routine.
A systematic review conducted by Craig et al. highlights the potential risks of excessive video game use, including addiction and compulsive internet use, for children with ASD. Their engagement in restricted and repetitive interests might contribute to difficulties disengaging from video games. However, the quality of content plays a pivotal role.
Some individuals claim that video games rot your brain, but I believe they engage different cognitive muscles that may not be regularly utilized.
Ezra Koenig
Games like FaceSay are designed to help children with autism recognize faces, facial expressions, and emotions. Virtual reality games, under parental and therapeutic guidance, can enhance social and communication skills by providing a safe space for interaction. When selected wisely, video games can serve as valuable tools for improving social and problem-solving skills in children with autism.
Screen Time Recommendations for Children with Autism
Balancing screen time is a shared concern among parents, amplified for those with children on the autism spectrum. The American Academy of Pediatrics (AAP) suggests that children with ASD should adhere to the same screen time limits—no more than two hours a day—as typically developing children. The key lies in the quality and appropriateness of the content consumed.
Certain apps and shows tailored to educational and developmental needs can be beneficial for children with autism. The focus should be on incorporating screen time into a holistic routine that includes outdoor play, exercise, and social interactions with peers.
Striking the Right Balance
As the world embraces technological advancements, complete restriction of screen time becomes impractical. The crux is teaching children with autism to use technology responsibly, appropriately, and in moderation. Each child is unique, necessitating vigilant parenting to identify any concerning behaviors related to device usage.
Setting clear limits on screen time and establishing rules around its use. Such as designating specific areas and times for screen use—empower parents to create a healthy tech environment. By incorporating a variety of activities and ensuring a balanced approach, parents can guide their children with ASD toward responsible and beneficial technology use.
Conclusion
In conclusion, the evolving landscape of technology offers both challenges and opportunities for children with autism. Embracing these tools thoughtfully, understanding the potential risks, and emphasizing responsible usage can empower parents to navigate the world of screen time and video games, fostering a balanced and enriching environment for their children with ASD.
Source
- Craig, M., Hays, K., Janssen, X., & Baranowski, T. (2017). A systematic review of serious video games for children with autism spectrum disorders. In Serious Games and Edutainment Applications (pp. 275-299). Springer, Cham.
- Koenig, E. (n.d.). Ezra Koenig Quotes. [Online] Available at: [URL]
- American Academy of Pediatrics. (2016). Media and Young Minds. Pediatrics, 138(5), e20162591.
- Mazurek, M. O., & Engelhardt, C. R. (2013). Video game use in boys with autism spectrum disorder, ADHD, or typical development. Pediatrics, 132(2), 260-266.
- Ramdoss, S., Machalicek, W., Rispoli, M., Mulloy, A., Lang, R., & O’Reilly, M. (2012). Computer-based interventions to improve social and emotional skills in individuals with autism spectrum disorders: A systematic review. Developmental Neurorehabilitation, 15(2), 119-135.
- Shaffer, D., & Kipp, K. (2014). Developmental psychology: Childhood and adolescence (9th ed.). Cengage Learning.
