Date of Submission

2025

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Jessica Glass Kendorski, PhD, NCSP, BCBA-D

First Advisor

Amanda Guld Fisher, PhD, BCBA-D

Second Advisor

Jessica Glass Kendorski, PhD, NCSP, BCBA-D

Third Advisor

Ashley Baran, PhD, NCSP

Abstract

Research exploring the trends, motivations, and parental influences of screen use among children with autism spectrum disorder (ASD) is limited. The purpose of this study was to address these gaps by examining screen time habits among children with ASD. Specifically, it explored the duration of screen time, screen-based activities, device ownership, parental mediation strategies, functional uses of screens, and caregiver perceptions of children’s screen time. Besides entertainment, children with ASD also use screens for emotional regulation, sensory seeking, accessing restricted interests, and communication, including Augmentative and Alternative Communication (AAC) devices. The data for this study were collected using a quantitative survey of parents of children under nine years old with ASD. The results were analyzed with descriptive statistics, and findings indicated that most children with ASD exceed the American Academy of Pediatrics (AAP) recommendation of no more than two hours of non-educational screen time daily (Council on Communications and Media, 2016). Results from this study suggest that excessive screen time among children with ASD is more closely related to their unique developmental and emotional needs than to any shortcomings in parental awareness or mediation efforts. These findings underscore the need for ASD-specific screen time guidelines and interventions that provide appropriate alternatives while still supporting the unique needs of this population.

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