Navigating the Screen Time Tightrope: Balancing Tech for Kids with Autism

/in , /by

Parent Perspective: The Pros and Cons of Screen Time for Children with Autism

There is no escaping technology. The children we’re raising today live in a world vastly different from our childhoods. Gone are the days of endless outdoor play and hours of choreographing talent shows to mixed tapes (or, for those younger, burning CDs). The only interaction many of us had with video games as kids was playing the Oregon Trail on the classroom desktop computer. While we lament what our children may miss, there are undeniable benefits to living in a more technologically advanced society. 

The debate over whether screen time has adverse effects on children with autism is ongoing. I do not have the clinical data to take a stand either way. However, as a parent of a child with autism, I have firsthand experience navigating screen time. I’ve noticed both the pros and cons of screen usage. Here, I share some insights into managing screen time and offer suggestions for determining your approach. 

It’s beneficial to carefully consider how you integrate screens into your home—whether it’s an iPad, cell phone, laptop, TV, Kindle, video games, or even a smartwatch. Planning allows you to establish boundaries and anticipate challenges, guiding you toward a balanced approach that works best for your family.

screen time and kids with autism

Pros of Screentime

​​There are numerous benefits for neurodivergent children using various devices and technology, especially those created specifically for kids with autism, speech delays, or other developmental challenges. Here are some ways screen time may be beneficial for your child:

Technology can be a talking tool – Augmentative and Alternative Communication (AAC)

Technology can provide a means of communication and self-expression for non-speaking children with autism. Many AAC programs are available on devices like iPads and enable non-verbal children to communicate effectively, opening new avenues of expression that might not otherwise be accessible. Some popular AAC tools include:

While there’s concern that AAC might deter verbal communication in speaking children, studies show the opposite. AAC may be a valuable option for communicating when children are fatigued. Some individuals find it easier to express themselves more fully through AAC, complementing their verbal expression. Technologies developed by major software and hardware speech manufacturers (not all AAC is installed on an iPad) serve as tools to enhance communication, which is a significant advantage.

Technology can be a learning tool — Educational Apps and Games

Technology is a powerful educational tool, offering thousands of apps and games tailored to various learning needs and interests. Whether your child has an aptitude for a specific subject or needs to develop in a particular area, chances are there’s an app to help them. Here are just a few examples of apps for different areas of learning, including reading, literacy, science, coding, and memory games: 

Even games like Minecraft allow kids to learn spatial awareness and design 3-dimensional spaces in an animated realm. When choosing apps and games for your child, focus on those that align with their interests and areas where they can grow.

Our educational system has embraced the use of technology in classrooms as an effective learning tool. As parents, we can do the same. It’s a matter of selecting the right websites and apps for your child. 

Technology can be a social and saftey tool — Text Messaging and Video Calling.

Not all technology prevents connection and socialization. In fact, some types of technology allow us to interact in ways that we otherwise wouldn’t be able to. Text messaging and video calling allow children, including those using AAC, to socialize with family and friends safely and meaningfully. Contrary to isolating, some technologies facilitate social interaction.

Digital communication methods provide vital social connections, enhancing communication skills and even offering a way to communicate with a parent or caregiver if they are in a potentially unsafe situation. The following resources help parents keep their kids safe in social settings:

Technology can be a creative tool — Photography and Social Supports.

Many autistic children have a visual inclination and enjoy capturing and reflecting on images. Whether taking photos themselves or exploring pictures on a caregiver’s phone, photography can help them understand their world and relationships.

 Additionally, photography and video can support applied behavior analysis (ABA) therapy by creating visual supports and social stories, aiding in learning and vocabulary development. Here are some app ideas for fostering creativity and visual supports:

Technology can be a tool for entertainment.

We can’t ignore the upsides of using technology for entertainment. Many of us tend to view using technology for entertainment as a downside to screens. However, there are moments when we need our kids to sit still and be entertained. There isn’t a mom out there who hasn’t expressed a sigh of relief as they hand their child a phone while waiting at the doctor’s office. 

While often viewed negatively, technology can provide essential entertainment and relaxation. Whether calming a child following an extended therapy session or allowing them to unwind after a day of school, screen time offers familiar and predictable activities that may help reduce anxiety and promote relaxation for kids. Here are the favorites in our house:

Cons of Screentime

Now, let’s look at the cons. Many of us are probably very familiar with the consequences of technology and screen usage, whether through personal experience or a fear that it’s becoming a big problem we can’t control. Screen time effects are a real concern. Understanding what we’re up against as parents can help us decide our non-negotiables as well as give ourselves some grace when screens introduce challenges we didn’t expect. 

Technology can prevent real, authentic social interaction.

While technology can promote social interaction, it can also isolate your child. When a child is given a device to use whenever and however they want, it can become a real danger. Setting limits around the time and exposure your child has to screens may prevent this from becoming an insurmountable problem.

If your child tends to stim on a screen, it prevents them from staying present. Whether they are compulsive swipers who can’t stay engaged with one show or activity, there may need to be certain restrictions. The Guided Access functionality on an iPad helps those kiddos who like to bounce from app to app and video to video. Or, if your child repeatedly watches the same movie, it may be time to expose them to different shows or activities. These are examples of behaviors an ABA clinician may be able to implement into your child’s programming. Don’t hesitate to reach out and ask your ABA provider, such as ABA Connect, for help. 

Technology can be overstimulating.

Many kids with autism tend for their sensory systems to become overloaded. If this is your child, watch how they react to high screen usage. Factors contributing to sensory overload include the device’s volume level, screen brightness, and whether it is used in a dark or brightly lit area. Consider what types of videos, songs, and apps get your child hyped up. Directing them toward content that creates a more calm and regulated nervous system response, such as slow, repetitive music and lower-volume videos, may help them stay within their window of tolerance. Here are some possible apps to help calm your child:

Technology can be an alternate reality.

Some kids prefer to live in a virtual world rather than a real one. Games that include virtual reality (VR) simulate real-life experiences, which may be more exciting or enticing to your child than their actual environment. However, spending time outdoors in nature offers an antidote of sorts. Mother Nature operates at a much slower pace than we do. During a hike or bike ride, your child may begin to experience a healthy contrast to the fast-paced realm of technology. Engaging with nature may enable their nervous system to mimic this slower pace.

Also, consider how videos with compelling storylines may become replacements for reading a book. There is something unique and beneficial in forming pictures to a story within your child’s imagination. When technology prevents kids from spending time outdoors or reading, they miss out on engaging with their environment meaningfully. This may be a sign that it’s time to step back from technology.

Moderation with Screentime

Like many things, there’s no hard and fast rule for approaching screen time with your child. Perhaps the best approach is moderation. 

  • Set limits. 
  • Encourage the types of technology that lead to connection. 
  • Stay engaged in what your child is watching or using. 
  • Try not to feel guilty if your child uses technology more than you would like. 

Sometimes, in life, things aren’t quite where we want them to be. Knowing where we want to be can help us get there with a plan and a good dose of patience. 

Our Journey with Screen Time

My son didn’t show much interest in screens, whether a TV, phone, or iPad until he was four or five. I actually wanted him to engage with technology because I knew an AAC device could be a helpful tool for him to communicate. 

Working with a speech-language pathologist and an assistive technology expert, we presented him with different AAC programs. He wasn’t interested. Also, he had not yet developed a pointer finger, which is essential to a touchscreen device. I recruited an occupational therapist to help him form one. It didn’t matter what she did; he showed no signs of being able to isolate his finger. Until he discovered YouTube Kids on an iPad! Everything changed from there. 

Watching entertaining videos was a gateway to making technology more functional. My son didn’t start showing interest in using his “talker” (what we call is AAC device) until he first experienced immediate gratification from swiping around on YouTube Kids and PBS Kids. In that respect, I am incredibly thankful for handheld devices. Yes, they can become detrimental to real-life engagement, but overall, they opened up my son’s world in a whole new way. 

Every child’s journey is unique. Maybe there’s something different—another way your child can grow and expand through technology. Remember, technology can be very engaging and motivating. If you need ideas for how to use a device or application to help your child grow, ask your child’s BCBA or ABA clinician. They may have ideas for how to use screens for their greater good. 

What are your biggest questions or concerns about screen time usage with your child? 

We’d love to hear from you in the comments below. If you found this post helpful, please feel free to like, share, and follow us for more insightful content on autism and ABA therapy.

If a positive, play-based approach to ABA appeals to you, we invite you to reach out to ABA Connect. The friendly team at ABA Connect is always ready to help answer your questions.

Disclaimer: While I am a consultant writing on behalf of ABA Connect, my child is not a current client. The views and experiences shared in this blog post are entirely from a parent’s perspective. My goal is to provide informative content and insights based on my personal experiences, as well as interviews conducted with the staff at ABA Connect.

Encouraging Communication Skills in Autistic Children

/in /by

Strategies and activities to promote communication development in non-verbal or minimally verbal children with autism

Communication challenges are a hallmark of autism spectrum disorder (ASD) and present hurdles that can hinder social interactions, academic progress, and daily routines. However, within these challenges lie opportunities for growth, understanding, and empowerment. We will dive into what these challenges may look like, and effective strategies used to unlock the potential for communication in children with autism.

communication skills

Timeline of Communication in Typically Developing Children

Communication begins in infancy, where a cry might signal hunger, comfort, and social interaction. Infants can also identify important sounds in their environment, notably the voice of their caregiver. As they grow, babies begin to distinguish between speech sounds, laying the foundation for language comprehension (National Institute on Deafness and Other Communication Disorders, 2022). 

Birth – 3 months

  • React to loud sounds
  • Recognize familiar voices
  • Begin to smile

4 months – 6 months

  • Track sounds with their eyes
  • Respond to changes in vocal tone
  • Notice light and sound toys

7 months – 1 year

  • Enjoy interactive play (peek-a-boo, pat-a-cake)
  • Respond to spoken cues
  • Understand words for common items
  • Communicate with gestures and various babbles

1 year – 2 years

  • Identify body parts and follow simple commands/questions
  • Enjoy stories, songs, and pointing to pictures in books
  • Start using simple phrases and questions

2 years – 3 years

  • Have words for most objects
  • Use two or three-word phrases
  • Speech becomes more clear/consonant sounds can be heard

3 years – 4 years 

  • Responds to questions
  • Talk about various activities
  • Use sentences with 4 or more words

4 years – 5 years 

  • Comprehend stories
  • Communicate effectively
  • Use correct grammar

Communication Barriers in Children with Autism

How well a child with ASD communicates may depend on how they’re growing and learning socially. 

Children with ASD may find it challenging to talk and understand what others say to them. They might struggle to use gestures, make eye contact, and/or use appropriate facial expressions. Some may not talk much or at all, while others may have a large vocabulary and want to talk nonstop. Their words might not make sense and they might not understand the body language or tone of someone’s voice. This can make it harder for them to connect with others, especially kids their age. 

Understanding these challenges can help parents and caregivers support their child’s communication and social skills as they grow (National Institute on Deafness and Other Communication Disorders, 2020).

Strategies in ABA that Increase Communication Skills-Naturalistic Developmental Behavioral Interventions NDBI

Naturalistic developmental behavioral intervention (NDBI) is a therapeutic approach that occurs in real-life settings and focuses on teaching skills within the context of everyday activities and interactions. This approach aims to promote learning through natural environments and situations rather than artificial or contrived settings.

NDBIs often involve teaching communication, social, and adaptive skills in settings such as home, school, or the community. These interventions typically incorporate principles of Applied Behavior Analysis (ABA) but emphasize teaching skills in a more natural and socially relevant manner (Bruinsma et al., 2019).

Specific NDBI Strategies We Can Use to Foster Communication

 (Bruinsma et al., 2019, pp. 240-253)

1. Embedding Communication Learning Trials

Embedding learning trials is a strategy that involves setting up learning situations where the child gets to communicate in a natural way, such as during activities the child likes or has an interest in. During these learning situations, the adult pays attention to what the child likes, gets the child’s attention, and ensures the activity is fun. Then, they give the child a chance to communicate by showing or saying something that encourages the child to respond. If the child responds, the adult praises or helps them if they make a mistake. This approach helps the child learn to communicate in different situations, not just when adults ask them to.

2. Narrating and Modeling

Adults should speak to children often during everyday activities and play to help them learn new words. For example, when picking a child up, the parent may say “up” or “tickle” when playing with their tummy. Even if the child isn’t talking yet, hearing these words can help them learn. Try using simple words and phrases first and then add more words as the child learns. For example, when playing with trains, a parent might start by saying “train” and then add more words like “go train!” or “the train is going fast!” Talking to children during play helps them learn to talk and understand words, even if they don’t start talking right away.

3. Recasting and Using the One-Up Rule

Recasting is a technique that can be used when children are learning to talk during everyday activities. This technique means repeating what the child says but making it sound better or adding more words. For example, if a child says “buh-buh” for bubbles, the adult might say “Bubbles!” while blowing bubbles, helping the child learn new words and how to put them together. The adult can also repeat what the child says and add one extra word to their phrase. This reinforcement helps the child learn to talk in longer sentences over time without feeling overwhelmed. Adults should use the correct grammar when doing this to help the child learn better.

4. Shared Control Strategies

In therapies that help children communicate, like Project ImPACT or PRT, it’s important for adults to let the child take the lead sometimes and then take turns themselves. This strategy helps create situations where the adult has control over the outcome or object that the child might find rewarding. An adult’s turn can be contrived as an opportunity to teach by using the things the child likes as natural rewards. For example, if a child wants a toy out of reach, they may be motivated to ask the adult for help. Again, this approach helps the child learn to communicate while having fun. These shared control strategies can happen during many different activities. It’s all about making learning fun and letting the child lead the way sometimes.

5. Using Motivational Strategies

Different strategies can be used to keep children motivated, such as noncontingent reinforcement (NCR) or shaping. During NCR, an adult can give the child something they like without asking them to do anything first. NCR can be done to get the child interested in an activity or to keep them motivated to communicate. For example, the adult might play with the child a little bit or give them a few pieces of a toy to start with. Then, they wait for the child to communicate before giving them more. Another way is to “shape” or reinforce the child’s attempts at communication, even if it isn’t perfect, praising the child for trying or attempting to say a word or phrase. Shaping can help the child stay motivated to keep trying and improve their communication skills over time.

6. Imitating the Child

Imitating what your child does or says is another helpful way to encourage communication. This technique may involve imitating their actions, sounds, or expressions. If your baby isn’t talking yet, you can mimic their actions with toys or use song routines like the Itsy-Bitsy Spider, helping them learn how to imitate and communicate. You can also use sensory or social routines, which are activities that involve touch, movement, or other senses, to encourage imitation. For example, you can copy your child’s actions and then add something new to see if they copy you back. This helps your child learn new skills and can be a fun way to interact together.

7. Reciprocal Conversation

Children learn to interact with others through playful, back-and-forth exchanges called reciprocal communication, even before they start talking. Adults can respond to the child’s attempts to communicate, whether it’s through gestures, sounds, or words. For example, if a child plays peekaboo with a blanket, the adult joins in by lifting the blanket and saying the child’s name. Then, they wait for the child to react before continuing the game. This interaction helps build the foundation for later conversations and communication skills.

Alternative Communication Methods

It is important to keep track of your child’s progress in therapy. If your child is not making enough progress with their speech after a few months of therapy, the therapist might suggest trying other ways to help your child communicate. Teaching sign language or a picture card system (like PECS) can bridge possible communication barriers. A speech language pathologist (SLP) may know more about different communication devices and can help find the best fit for your child (Bruinsma et al., 2019, pp. 252).

References:

Bruinsma, Y., Minjarez, M., Schreibman, L., & Stahmer, A. (2019). Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder. Paul H. Brookes Publishing Co.

National Institute on Deafness and Other Communication Disorders. (2020, April 13). Autism Spectrum Disorder: Communication Problems in Children. NIDCD. https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children

National Institute on Deafness and Other Communication Disorders. (2022, October 13). Speech and language developmental milestones. NIDCD. https://www.nidcd.nih.gov/health/speech-and-language

 

 

 

Teressa Hughes first became interested in ABA after working as a behavioral technician (BT) at a school in Louisiana. Under the guidance of an incredible mentor, she learned how to be an integral part of a child’s growth journey, which deepened her interest in the field. Sharing in children’s achievements and victories, no matter how small, means the world to her!

Teressa is particularly fascinated by the science behind ABA, focusing her attention on data collection and visual analysis. She is also becoming more involved in parent training, empowering caregivers with strategies to optimize their child’s therapy program. Her next goal is to become a lead registered behavior technician (RBT) while pursuing her Master’s degree in ABA with a focus on autism spectrum disorder at Ball State University.