Parent perception of screen time use in children with autism spectrum disorder (ASD)

Abstract

Screen time (ST) has become an integral part of children's daily routines, especially in the context of Autism Spectrum Disorder (ASD), where digital devices are often used as tools for communication, education, and behavior management. This qualitative descriptive study aimed to explore parental perceptions of screen time use among children with ASD, focusing on parental understanding, perceived effects, management strategies, emotional and behavioral responses to restrictions, and reflections on ST practices. Data was collected through semi-structured interviews with parents of children diagnosed with Autism Spectrum Disorder (ASD). Thematic analysis revealed five key themes: (1) Parental Understanding of Screen Time Usage, (2) Perceived Effects of Screen Time, (3) Parental Strategies for Managing Screen Time, (4) Emotional and Behavioral Responses to Screen Restrictions, and (5) Parental Awareness and Reflection. Findings highlighted the dual role of ST as both a beneficial tool for learning and self-regulation and a potential source of developmental delays, social withdrawal, and behavioral challenges. Parents reported varied strategies to manage ST, including time restrictions, content supervision, and structured alternatives. Emotional meltdowns and resistance were common when ST was restricted, but consistent routines and professional guidance were effective in mitigating these reactions. Professional advice and personal reflections on their child's developmental progress often shaped parental awareness. The study emphasizes the need for tailored intervention programs, professional guidance, and policy frameworks to support parents in managing ST effectively for children with ASD. Future research should include more complete knowledge of the phenomena from longitudinal studies, a larger sample size, and direct views from the children with ASD. Keywords: Autism Spectrum Disorder, Screen Time, Parental Guidance.