THE IMPACT OF SCREEN TIME ON SOCIAL DEVELOPMENT OF CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

This research explores the impact of screen time on the social development of children with Autism Spectrum Disorder (ASD) in Pakistan, focusing on three main factors: the length of screen exposure, the type of content watched, and the role of parental guidance. A quantitative survey was carried out with 111 parents and caregivers of children with ASD aged 3–14 years. Structured questionnaires assessed daily screen habits, social communication skills, and parental guidance strategies. Educational and interactive media showed potential for enhancing specific social skills, while extended passive viewing was associated with increased withdrawal and decreased interpersonal engagement. Younger children and those with more severe ASD symptoms showed greater sensitivity to both positive and negative effects. The findings underscore the importance of culturally sensitive guidelines, particularly in Pakistan’s diverse social and linguistic landscape. The study provides practical guidance for parents, educators, and policymakers, emphasizing the importance of intentional and guided screen use. Future research should use longitudinal and mixed-methods approaches to better understand long-term developmental patterns and support targeted digital interventions