Caregiver Reports of Screen Time Use of Children with Autism Spectrum Disorder: A Qualitative Study
Abstract
:1. Introduction
1.1. Screen Media Use during Childhood
1.2. Three Dimension of Screen-Based Media Use: Time, Content and Function
1.3. Objectives
2. Methods
2.1. Recruitment and Procedere
2.1.1. Qualitative Survey
2.1.2. Quantitative Survey
2.2. Analysis
2.2.1. Qualitative Survey
2.2.2. Quantitative Survey
3. Results
3.1. Qualitative Survey
Main Results
3.2. Quantitative Survey
Main Results
4. Discussion
4.1. Exploring the Functionality of Screen Media in the Lives of Children and Youths with ASD
4.2. Practical Implications, Limitations and Future Prospects
5. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Code | Description |
---|---|
Function | |
Wellbeing | Reduction of stress/tension, occupation, balance, fun, focus, calming down, timeout, vegging, everything to get lost in it |
Social learning tool | Advancement of social skills (e.g., figures of speech, behavior with peers, dealing with conflicts) |
Advancement of other areas | Advancement of other areas other than social skills (like language, emotion, creativity) |
Social acceptance/be part of a group | Shared topics of conversation, status symbol, coolness, means of participation |
Safety | In case of emergency (parents, child); control, revisions, no negative feedback, can be regulated by self, transparency/predictability, distraction, anxiety reduction |
Purpose in life | High significance in life of the child, high meaning for child |
Social communication/exchange | Communicate/discuss with other people, having social contacts and network, time with other people, agreements |
Babysitter | Entertainment/occupation for the child, to have more time for self, managing chores, have some quiet time |
Reinforcement | Media as an instrument, so that the child behaves in the desired way |
Joint family activities | Shared time with the family, evening ritual |
Source of information | Facts, information gathering, knowledge expansion |
Background noise | Background or side noise, no total silence, several devices simultaneously |
Shared screen media usage | |
Shared family time | Use of screen media together with the family (e.g., watching TV, playing computer games) |
Monitoring | Emphasizing, that the media use of the child is being monitored (e.g., use, content, time spent), it is taken care of nothing getting broken |
(Mutual) topic of conversation | The media offer a topic of conversation, child exchanges ideas and thoughts with the family, child talks about it (one-sided, even if the other person doesn’t show interest in it), child involves family |
Educational support | Child is supported, e.g., with internet research; explanation, e.g., to understand a movie (counter insurance) |
Evening ritual | Shared screen media use as an evening ritual |
Media use all alone | Engagement with screen media, preferably by oneself |
Parents | Children | Screen Equipment | ||||||
---|---|---|---|---|---|---|---|---|
Age | Years | Age | Years | At Home | N = 13 | % | ||
m | 40.0 | m | 9.2 | TV | 13 | 100.0 | ||
range | 26–54 | range | 4–17 | Games console | 5 | 38.5 | ||
Gender | N = 13 | % | Gender | N = 13 | % | Computer | 1 | 92.3 |
female | 11 | 84.6 | female | 1 | 7.7 | Table | 10 | 76.9 |
male | 2 | 15.4 | male | 12 | 92.3 | Bedroom of the child | N = 13 | % |
Current work situation | N = 13 | % | Diagnosis | N = 13 | % | no devices | 5 | 38.5 |
working part-time or by the hour | 7 | 53.9 | Asperger Syndrome | 6 | 46.2 | TV | 2 | 15.4 |
housewife/-husband | 4 | 30.8 | Infantile Autism | 7 | 53.8 | Games console | 1 | 7.7 |
working full time | 2 | 15.4 | Further diagnosis (e.g., ADHD) | N = 13 | % | Computer Tablet | 3 3 | 23.1 23.1 |
marital status | N = 13 | % | no | 9 | 69.2 | |||
living with partner | 12 | 92.3 | yes | 4 | 30.8 | |||
living alone | 1 | 7.7 | Current use of medication | N = 13 | % | |||
no | 9 | 69.2 | ||||||
yes | 4 | 30.8 | ||||||
Verbal communication | N = 13 | % | ||||||
no | 2 | 15.4 | ||||||
yes | 11 | 84.6 | ||||||
Siblings | N = 13 | % | ||||||
no | 2 | 15.4 | ||||||
yes | 11 | 84.6 |
n | Interview | Examples | ||
---|---|---|---|---|
Function (n = 166) | Wellbeing | 43 | 1, 2, 4, 7, 8, 9, 10, 11, 12, 13 | ‘Like I said, very important for him, he can focus and calm down, gets lost in what he sees and he is occupied, so it’s sometimes very, very important for his emotional wellbeing.’ (Interview 12) ‘But sometimes it’s like she urgently needs it in order to get her stimulus response system back in balance, then she needs it too. If it [the content] fits, she is happy and balanced.’ (Interview 4) |
Advancement of other functional areas | 16 | 1, 6, 9, 12 | ‘(…) he is picking up outstanding things from it. He gets all the numbers and figures and so on, he got all that from the iPad.’ (Interview 1) | |
Social communication/exchange | 16 | 9, 10, 11, 13 | ‘(…) communicating via WhatsApp, doing homework together, that’s what he does a lot, also, to compare with the whole class and help each other with certain homework.’ (Interview 13) ‘They play communicative parlor games on another platform. And considering that the result of that is, that he actually meets someone, I think, everything’s good.’ (interview 9) | |
Social learning tool | 12 | 7, 8, 10, 12 | ‘And then at some point, we started it [Das Sandmännchen] again, because there are pretty nice stories, also social stories. From which he can learn.’ (Interview 7) | |
Safety | 12 | 1, 2, 6, 10, 11, 12, 13 | ‘So, because he does not know, when he gets irritated, if he could go to the (school-) secretary in that moment and say “I want to call my mother”. That’s why he needs his mobile phone.’ (Interview 13) | |
Babysitter | 11 | 1, 2, 4, 7, 10, 12 | ‘(…) if I want to have some quietness and peace, he gets it, to be completely honest. If I don’t have the time to deal with him right now, because I am doing homework with the children, I am glad if he is busy with the iPad and I know he is not fooling around in that moment (…).’ (Interview 1) | |
Joint family activities | 11 | 2, 4, 7, 8, 9, 12 | ‘Sometimes it’s nice to watch some TV with her, just to spend time with her.’ (Interview 4) | |
Reinforcement | 10 | 2, 3, 6, 7, 9, 10, 11 | ‘From time to time as a reward for 10 or 15 min, then we try out movies.’ (Interview 6) | |
Background noise | 10 | 1, 4, 6, 8 | ‘If we turn it off [the TV] and so on, especially in his room, then anger (evolves), he would scream and so on, then, at night (the TV) must stay turned on all night long, otherwise he wouldn’t sleep.’ (Interview 6) | |
Social Acceptance/be part of a group | 10 | 9, 10, 11, 13 | ‘We thought about it a lot, that it is also a type of coolness and also when he goes to grammar school now, we are aware that he will get the newest and best devices from us very deliberately, may it be a smartphone or brands or whatever, to not let him get excluded because of those things too.’ (Interview 10) | |
Purpose in life | 8 | 9, 10 | ‘Yes, it is all about this [tablet] (…) sometimes, for instance, at school, when he doesn’t know where exactly it [tablet] is at home he gets stressed and would ask whether it is safe, or somehow he got really hysterical a few days ago because he thought, well I took it with me, so the school escort had to call me (…). In his head it absorbs about 90 percent, I think.’ (Interview 10) | |
Source of information | 7 | 8, 9, 13 | ‘Well, TV is actually his source of knowledge. Since he doesn’t read and also no non-fiction or specialized books, he uses it as an acoustic medium to get information.’ (Interview 8) | |
Shared screen media usage (n = 78) | shared family time | 40 | 1, 2, 3, 4, 6, 8, 9, 10, 11, 12, 13 | ‘First he wanted to draw all the time, I just opened paint then, that’s this standard painting and drawing program. And then we drew trams. All day long we drew trams.’ (Interview 12) ‘Then I went to the Gamescom with Til and (…) to the Wars Identity Exhibition.’ (Interview 9) |
(Mutual) topic of conversation | 9 | 7, 8, 9, 10, 11 | ‘We need to know somewhat what he does because he obviously talks about it a lot.’ (Interview 10). | |
Evening ritual | 9 | 3, 7, 9, 10, 12 | ‘So this Sandmännchen, this ritual, we do together. Dinner is finished by then and we all sit there [in front of the TV] and then we cuddle and smuggle and we watch it together.’ (Interview 7) | |
Educational support | 7 | 7, 11, 13 | ‘He also needs me to watch it as well as a backup (…) because he has a lot of questions on whether he understands things correctly or not.’ (Interview 13) | |
Monitoring | 7 | 6, 7, 9, 10 | ‘(…) also, it doesn’t make sense, he is either very hysterical and I don’t know why, because I didn’t see which scene I need to explain to him, or he doesn’t concentrate on it and does something else, then there’s no need to watch it at all.’ (Interview 7) | |
Media use all alone | 6 | 1, 4, 7, 8 | ‘Tuesday and Wednesday there is an afternoon of video-game playing. And that’s somewhat, because to be honest, I can’t stand it, because he sits in front of it playing [video games] all the time. So I am upstairs at my PC most of the times, handling some things I need to do.’ (Interview 8) |
Parents | Children | Screen Equipment | ||||||
---|---|---|---|---|---|---|---|---|
Age | Years | Age | Years | At Home | N = 327 | % | ||
m | 42.2 | m | 10.94 | TV (I) | 163 | 49.8 | ||
range | 26–70 | range | 3–17 | TV | 205 | 62.7 | ||
Gender | N = 327 | % | Gender | N = 327 | % | Games console (I) | 124 | 37.9 |
female | 290 | 88.7 | female | 58 | 17.7 | Games console | 97 | 29.7 |
male | 27 | 11.3 | male | 269 | 82.3 | DVD-player | 251 | 76.8 |
Current work situation | N = 318 | % | Diagnosis | N = 327 | % | Computer (I) | 309 | 94.5 |
working part-time or by the hour | 156 | 49.1 | Asperger Syndrome | 167 | 51.1 | Computer | 32 | 9.8 |
housewife/-husband | 60 | 18.9 | Atypical Autism | 111 | 33.9 | Tablet (I) | 239 | 73.1 |
working full time | 55 | 17.3 | Infantile Autism | 49 | 15.0 | Tablet | 29 | 8.9 |
not working (e.g., student) | 18 | 5.7 | Further diagnosis (e.g., ADHD) | N = 327 | % | Bedroom of the child | N = 327 | % |
temporary release (parental leave etc.) | 14 | 4.4 | no devices | 181 | 55.4 | |||
no | 259 | 79.2 | TV (I) | 11 | 3.4 | |||
unemployed | 11 | 3.5 | yes | 68 | 20.8 | TV | 49 | 15.0 |
apprentice | 4 | 1.3 | Current use of medication | N = 327 | % | Games console (I) | 34 | 10.4 |
marital status | N = 327 | % | no | 233 | 71.3 | Games console | 18 | 5.5 |
living with partner | 273 | 83.5 | yes | 94 | 28.7 | DVD-player | 25 | 7.6 |
living alone | 54 | 16.5 | Verbal communication (≥4 years) | N = 320 | % | Computer (I) | 72 | 22.0 |
Computer | 8 | 2.4 | ||||||
no | 26 | 15.4 | Tablet (I) | 67 | 20.5 | |||
yes | 294 | 84.6 | Tablet | 8 | 2.4 |
TV/DVD % (n) | PC/Video Games % (n) | Smartphone % (n) | Internet % (n) | Total % (n) | |
---|---|---|---|---|---|
Wellbeing | 64.02 (226) | 75.77 (172) | 57.90 (99) | 53.62 (111) | 63.47 (608) |
Source of information | 9.07 (32) | 3.08 (7) | 13.45 (23) | 32.85 (68) | 13.57 (130) |
Joint family activities | 12.46 (44) | 3.08 (7) | 1.17 (2) | 0.48 (1) | 5.64 (54) |
Safety | 3.12 (11) | 4.85 (11) | 11.70 (10) | 3.38 (7) | 5.12 (49) |
Social communication/exchange | 0.28 (1) | 3.08 (7) | 10.53 (18) | 2.90 (6) | 3.34 (32) |
Babysitter | 5.64 (20) | 1.32 (3) | 0.59 (1) | 0.48 (1) | 2.61 (25) |
Reinforcement | 1.13 (4) | 4.85 (11) | 1.17 (2) | 1.93 (2) | 2.19 (21) |
Purpose in life | 1.13 (4) | 1.76 (4) | 0.59 (1) | 0.97 (2) | 1.15 (11) |
Social Acceptance/be part of a group | 0.28 (1) | 0.44 (1) | 2.34 (4) | 1.45 (3) | 0.94 (9) |
Background noise | 1.70 (6) | 0.44 (1) | 0.59 (1) | - | 0.84 (8) |
Social learning tool | 0.85 (3) | 0.88 (2) | - | 0.48 (1) | 0.63 (6) |
Advancement of other functional areas | 0.28 (1) | 0.44 (1) | - | 1.45 (3) | 0.52 (5) |
100.0 (353) | 100.0 (227) | 100.0 (171) | 100.0 (207) | 100.0 (985) |
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Stiller, A.; Weber, J.; Strube, F.; Mößle, T. Caregiver Reports of Screen Time Use of Children with Autism Spectrum Disorder: A Qualitative Study. Behav. Sci. 2019, 9, 56. https://doi.org/10.3390/bs9050056
Stiller A, Weber J, Strube F, Mößle T. Caregiver Reports of Screen Time Use of Children with Autism Spectrum Disorder: A Qualitative Study. Behavioral Sciences. 2019; 9(5):56. https://doi.org/10.3390/bs9050056
Chicago/Turabian StyleStiller, Anja, Jan Weber, Finja Strube, and Thomas Mößle. 2019. "Caregiver Reports of Screen Time Use of Children with Autism Spectrum Disorder: A Qualitative Study" Behavioral Sciences 9, no. 5: 56. https://doi.org/10.3390/bs9050056
APA StyleStiller, A., Weber, J., Strube, F., & Mößle, T. (2019). Caregiver Reports of Screen Time Use of Children with Autism Spectrum Disorder: A Qualitative Study. Behavioral Sciences, 9(5), 56. https://doi.org/10.3390/bs9050056