Journal of developmental and behavioral pediatrics : JDBP · 2026
How are School-aged Children With Autism Spectrum Disorder Using Digital Media? A Qualitative Study of Families' Lived Experiences.
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Pennewitt Deanna, Borgen Aubrey, Warfle Megan, Fish Angela, Mohiuddin Sarah, Munzer Tiffany
Аннотация
OBJECTIVE: Children with autism may be more likely to experience challenges and adverse effects from digital media use; however, prior work has not qualitatively examined children's and caregivers' experiences. Among caregivers and school-age children with autism, we aim to qualitatively examine the context, content, and function of digital media use, behavioral strategies, and challenges navigating digital media.
METHODS: Caregivers of school-aged children with autism (aged 6-11 years) completed questionnaires on demographic information, child characteristics, and digital media habits. A total of 22 caregivers and 10 children with autism participated in qualitative interviews by Zoom. Questions probed for family experiences, challenges, and digital media strategies. A multidisciplinary team used interview transcripts to conduct an inductive thematic analysis.
RESULTS: Children with autism in the study had an average of 4.3 hours of screen media use daily; 68.2% had their own tablet and 27.3% had their own mobile device. We identified 7 themes: Wired World (children are exposed to digital media across settings), Diving Deep and Building Skills (children use media to learn and delve into interests), Retreat/Relief from Reality (digital media is less stressful than other tasks), No Size Fits All (caregivers used diverse strategies), Societal Blame and Parental Shame (caregivers expressed internalized guilt around children's media use), The Digital Dark Side (concerns about inappropriate content and privacy), and The Double Edged Sword (digital media comes with both benefits and challenges).
CONCLUSION: Results from this study emphasize the need for individualized guidance, flexibility, and understanding of digital media's functional role in families of children with autism.
METHODS: Caregivers of school-aged children with autism (aged 6-11 years) completed questionnaires on demographic information, child characteristics, and digital media habits. A total of 22 caregivers and 10 children with autism participated in qualitative interviews by Zoom. Questions probed for family experiences, challenges, and digital media strategies. A multidisciplinary team used interview transcripts to conduct an inductive thematic analysis.
RESULTS: Children with autism in the study had an average of 4.3 hours of screen media use daily; 68.2% had their own tablet and 27.3% had their own mobile device. We identified 7 themes: Wired World (children are exposed to digital media across settings), Diving Deep and Building Skills (children use media to learn and delve into interests), Retreat/Relief from Reality (digital media is less stressful than other tasks), No Size Fits All (caregivers used diverse strategies), Societal Blame and Parental Shame (caregivers expressed internalized guilt around children's media use), The Digital Dark Side (concerns about inappropriate content and privacy), and The Double Edged Sword (digital media comes with both benefits and challenges).
CONCLUSION: Results from this study emphasize the need for individualized guidance, flexibility, and understanding of digital media's functional role in families of children with autism.