Can Screen Time Cause Autism? How to Prevent Virtual Autism
Introduction
In this insightful video, Dr. Mary Barbara discusses the emerging concept of “virtual autism” and explores the potential impact of screen time on young children. Dr. Barbara, a behavior analyst and expert in autism, examines the ways excessive screen exposure can contribute to autism-like symptoms in children, especially those under the age of three. She shares real-life examples and insights from her experience to help parents understand how screen time may affect development and what steps they can take to encourage more engaging, real-world activities.
Dr. Barbara also provides practical tips on managing screen time, along with insights from other autism researchers, including Dr. Amy Kint, to support a balanced approach for children’s development.
With the increase in screen exposure for young children, particularly during the COVID-19 pandemic, the concept of “virtual autism” has come to light. But what exactly does it mean, and should parents be concerned? In this blog, we’ll explore virtual autism, examine the link between screen time and autism-like symptoms in children, and discuss strategies for creating a balanced environment for child development.
What is Virtual Autism?
Virtual autism is a term used to describe autism-like symptoms in young children due to prolonged screen exposure. While traditional Autism Spectrum Disorder (ASD) has neurodevelopmental origins, virtual autism suggests that excessive screen time, especially before age three, can lead to behaviors and developmental patterns that resemble autism.
Though virtual autism is not a medically recognized condition, some believe that the symptoms may be reversible if screen time is significantly reduced. However, this area requires more research to fully understand its long-term implications.
Case Study: Concerns from Parents on Screen Time and Autism Symptoms
Dr. Mary Barbara shares the story of a couple concerned that their toddler, who displayed autism-like behaviors, was being impacted by screen time. Their child had developed a fascination with shows like “Miss Rachel,” leading to excited hand-flapping during viewing. While they removed screen time from his daily routine, his language development remained limited, despite the absence of screens.
This highlights a broader question: while reducing screen time can alleviate some symptoms, it may not completely address underlying developmental challenges, particularly if other factors are at play.
Does Screen Time Cause Autism? The “Chicken or Egg” Dilemma
Dr. Barbara raises an interesting question: Are children who are drawn to screens more likely to show autism-like symptoms, or does the screen time itself contribute to these symptoms? Children with autism often enjoy structure and predictability, which screen-based activities can provide.
Dr. Barbara’s own son, Lucas, loved watching the same “Barney” episodes on repeat. This repetitive exposure provided him comfort and stability, though it did not actively engage him in social interaction or language development. For children with autism or autism-like symptoms, screens may act as a safe, predictable environment. However, over-reliance on screens can hinder the development of essential social and communication skills that occur in real-world interactions.
The Role of Eye-Tracking Studies in Autism Research
Dr. Amy Kint, an autism researcher, has conducted studies on eye-tracking in infants to observe early signs of autism. His findings suggest that children with autism or those at risk tend to focus on repetitive aspects of their environment, often missing social cues or facial expressions.
In Dr. Kint’s research, infants at risk of autism would fixate on a repetitive object in a video rather than on the faces and interactions between people. This supports the idea that children on the autism spectrum might engage with screens differently, drawn more to repetitive stimuli rather than socially interactive content.
COVID-19 and the Rise of Screen Time in Young Children
The COVID-19 pandemic led to an increase in screen time for many children, as parents balanced work-from-home responsibilities with childcare. Dr. Barbara recounts the case of a young boy named Drew, whose development was impacted during the pandemic due to increased screen time and lack of social structure. Drew displayed delayed milestones and problem behaviors, which improved once he resumed a structured, screen-free environment with more active social engagement.
Screen Time Recommendations by the American Academy of Pediatrics (AAP)
To help parents navigate screen time for young children, the AAP offers guidelines:
- Under 18 Months: Avoid screen time entirely, except for video chats with family members.
- 18-24 Months: If introducing screens, focus on educational content and co-view with your child to help them understand the context.
- Ages 2-5: Limit screen time to one hour of high-quality programming per day. Choose shows that feature real people and relatable scenarios, encouraging children to interact and mimic social behaviors.
The goal is to create a screen time experience that supports learning and development rather than passive viewing.
Creating Balance: Practical Tips for Reducing Screen Time
For parents looking to reduce screen time and support their child’s development, Dr. Barbara suggests the following strategies:
Set Screen Time Boundaries: Limit screen exposure to the AAP recommendations. Avoid using screens as the primary source of entertainment or distraction.
Engage in Co-Viewing: Watch shows or educational content with your child, encouraging interaction, questions, and discussions about what they’re seeing.
Incorporate Physical Activity: Schedule daily activities, both indoor and outdoor, to keep children physically engaged and reduce their reliance on screens.
Provide Structured Playtime: Introduce games, puzzles, or art projects that promote creativity and critical thinking. Building a structured routine helps children engage in active learning.
Consider Daycare or Preschool: If possible, sending children to daycare or preschool offers regular social interaction and activities that stimulate cognitive and social growth.
The Debate: Virtual Autism vs. Traditional Autism Spectrum Disorder
While some believe virtual autism and traditional ASD are distinct, others argue that symptoms from screen exposure overlap significantly with those of ASD. Dr. Barbara suggests that children who lack engagement during their waking hours may develop behaviors that mimic autism, particularly if they are isolated or deprived of diverse interactions. Children from impoverished or neglected backgrounds might exhibit similar symptoms, underscoring the importance of a stimulating and nurturing environment.
Conclusion: Finding the Right Balance
Virtual autism is still a debated concept, and the link between screen time and autism-like symptoms requires further research. However, what is clear is the importance of providing young children with a variety of real-world interactions, structured play, and social engagement. Limiting screen time and focusing on meaningful activities can support a child’s overall development.
If you’re concerned about your child’s development, consult a pediatrician or autism specialist for personalized guidance. In the meantime, taking an active role in your child’s screen time and encouraging interactive play can make a positive difference.
Additional Resources
- American Academy of Pediatrics Guidelines for screen time
- Family Media Plan by the AAP: A tool to help set personalized screen time limits
- Podcast #268 on Autism Prevention featuring Dr. Amy Kint’s research on early autism signs
Video Link
- https://starzwatch.com/2024/09/17/can-screen-time-cause-autism-how-to-prevent-virtual-autism/
Understanding Virtual Autism and its Impacts
Case Study: Toddler and Screen Time
Defining Virtual Autism and Screen Time Recommendations
Personal Story of Lucas and Screen Time Impact
Eye Gaze Research on Autism and Screen Behavior
COVID's Influence on Increased Screen Time
Screen Time Guidelines by AAP for Children
Encouragement and Summary on Limiting Screen Time
List of Topics Covered
- Definition and Concept of Virtual Autism
- Explanation of “virtual autism” and how it differs from traditional Autism Spectrum Disorder (ASD).
- Link between excessive screen time and autism-like symptoms.
- Real-Life Case Study
- A couple’s experience with their toddler showing signs of virtual autism after prolonged screen exposure.
- Observations of the child’s behavior and the impact of reduced screen time.
- Personal Experiences
- Dr. Barbara’s experience with her son, Lucas, who showed an early fascination with repetitive screen content.
- The potential comfort and structure that screens provide to children on the autism spectrum.
- Research Insights from Dr. Amy Kint
- Eye-tracking studies on infants to identify early signs of autism.
- Differences in eye gaze and social engagement between typically developing infants and those with autism.
- Impact of COVID-19 on Screen Time
- Increased screen time during the pandemic and its influence on children’s routines and social development.
- Case example of a young boy named Drew who faced developmental challenges due to prolonged screen exposure during lockdown.
- Screen Time Guidelines
- Recommendations from the American Academy of Pediatrics (AAP) on screen time limits by age.
- Emphasis on high-quality content and parental involvement during screen time.
- Practical Strategies for Reducing Screen Time
- Setting screen time limits and engaging in co-viewing.
- Encouraging physical activity, structured play, and social interaction outside of screen-based activities.
- Discussion on Virtual Autism vs. Traditional Autism Spectrum Disorder
- Debate on whether virtual autism is distinct from ASD or if screen-related symptoms overlap with autism.
- Importance of providing a stimulating environment to support children’s overall development.
Key People Mentioned
- Dr. Mary Barbara
- Host of the video, autism specialist, behavior analyst, and advocate for autism awareness.
- Shares personal and professional insights into screen time and virtual autism.
- Dr. Amy Kint
- Autism researcher mentioned by Dr. Barbara.
- Known for eye-tracking studies that observe infants’ social engagement and early signs of autism.
- Discussed in Dr. Barbara’s book, Turn Autism Around, and featured in her podcast on early autism detection.
- Lucas (Dr. Barbara’s Son)
- Dr. Barbara’s son, whose early fascination with repetitive TV episodes offers a personal perspective on screen time’s impact on autistic children.
- Drew
- A young child affected by increased screen time during COVID-19.
- A case example of how a lack of structure and excess screen exposure can influence behavior and development.
are you wondering if screen time causes
virtual autism or are you familiar with
the term virtual
autism I’ve been hearing more and more
about virtual autism and today I’m going
to explain what it is and discuss my
views on screen time for children with
autism and toddler showing signs so
let’s get to
it welcome back to another episode of
autism and speech delays Made Easy I’m
your host Dr Mary
Barbara just yesterday I was on a high
touch coaching call with a couple who
decided that they thought their toddler
was showing signs of autism due to
Virtual autism and they cut out daily
screen time eight months ago because of
their concerns their young son was very
obsessed with TV especially shows like
Miss Rachel and during Miss Rachel
episodes he would get very um over
excited and they said he would flap his
hands so normally I don’t look at videos
and uh you know we don’t give any kind
of feedback um in with our participants
in our online course and community but
with high to high touch coaching
participants we do look at videos and
this child even though he had eight
months of no daily screen time is still
making very little
sounds um I did not hear any word
approximations or words during the 10 or
15 minutes of videos that I watched uh
yesterday so he even though screen time
has been cut out um the the language of
this little boy who’s now a little bit
over three years of age is not really
improving much so let’s talk about
virtual autism because this couple
really had a lot of questions about my
views on it um and I uh did some
research today and wanted just to get
the information out there I mean I have
a lot of experience over 25 years in the
autism world first as a confused parent
with a child my son Lucas who just
turned 28 years of age he was very
obsessed with TV um and very much
enjoyed TV especially Barney and
um Wiggles and all those kind of shows
and
um so we’re going to talk about Lucas
but let’s let’s talk about um virtual
autism it is not an officially
recognized medical condition but virtual
autism according to my research today
refers to autism like symptoms in young
children that arise from excessive
screen
time some people believe that unlike
traditional autism spectrum disorder or
ASD these symptoms of virtual autism are
primarily linked to prolonged exposure
to digital devices before the age of
three and are often can be mitigated by
reducing screen time in fact one of the
um sources on the internet basically
said you can reverse aut virtual
autism um by getting rid of screen
time now
I I do believe that kids on the
Spectrum especially but all kids uh are
very um much more addicted to um
electronics and screen time than at any
point in our
history but there also is a lot of
parent blaming
for you know guilting parents and I
believe that you know one of my
questions is which comes first the
chicken or the
egg you know kids with autism do enjoy
structure they you know my son Lucas for
instance when he was very little he
really liked Barney and he really liked
the same episodes of Barney over and
over again because I think it
was it provided um structure and he um
it for him it was um like he didn’t have
a lot of self-stimulatory behavior
rocking or lining things up or whatever
for him he was basically stemming on the
TV and he would really like to see you
know this is the part I mean he’s
probably thinking he had very little
language at the time this is the part
where Baby Bob comes around the sofa or
this is the part where I get excited
because they you know play patty cake or
whatever they were doing but he really
would be very content very calm very
happy if the TV and especially the BHS
tapes of very
familiar
um recordings were played for
him so I remember my husband is as a
physician and I’m a nurse and a behavior
analyst but at the time I wasn’t a
behavior analyst I had no idea what ABA
was and when Lucas started showing signs
of autism
and the term virtual autism according to
my little bit of research today has been
around since you know at least
2012 I mean this is back in the late
1990s there was no coin term of virtual
autism but my husband who’s a physician
believed that maybe Lucas was watching
too much TV and we should stop that and
then maybe he would get better
so I um I do believe that we approached
the behavior specialist when she started
ABA for Lucas and one of our first
questions was my husband thinks we
should turn off the TV he um
you know he thinks that would help and
her response was interesting she
said we don’t you know basically these
are his leisure skills this is the way
he’s stemming he is calm he is happy and
it depends you know it’s just kind of
like emptying the water basin before you
have new water to fill it up is if you
get rid of his favorite Leisure activity
now and dump out the water and stop all
TV what is Lucas going to
do um is he going to climb on furniture
is he going to mouth things which he had
a problem with mouthing and
chewing is he going to mouth dangerous
things is he going
to um take a can of soda and dump it out
on the family room floor and make a mess
of things is he going to start rocking
or banging his head to provide
stimulation and
so she her her guidance was like we’ll
work on Fading that out but let’s build
some some skills first let’s build some
responding let’s build some some really
good engagement and Leisure skills
before we dump out the
water and um I I also this I told this
this family that I was um coaching
yesterday when they were asking about
screen time and virtual autism is my
question is if you take away the
electronics what are they doing because
like my former client Jack for instance
he his leisure skill which wasn’t screen
time it was taking plastic bottles and
putting straws in them repetitively or
some kids build the same block pattern
over and over again again um that’s not
really stimulation for the I mean it’s
somewhat stimulating for the brain but
to me I’d rather have them engaged
in songs and you know Miss Rachel’s kind
of activities than sitting with a straw
repetitively so whatever they’re doing
during their downtime during their awake
time you know kids in general not just
kids on the Spectrum but kids in general
to two and three yearolds and 18month
olds and oneyear olds they need to be
engaged during most of their waking
hours
which might be 80 to 100 hours a week so
even if they go to daycare or if they
don’t go to daycare or preschool or
whatever it’s a lot of time to engage
and so if they are engaging in typical
play typical um 2-year-old kind of
things that’s
great but are they even safe without you
know with you leaving the room without
watching um an
electronic
so I do believe that kidss on the
Spectrum or kids that are going to um be
diagnosed might be um are are probably
watching videos in a different
way in fact Dr Amy Clint who I talk
about in my book turn autism around I
saw him speak a couple times at the
national autism conference um and I did
a podcast on amylin’s work the title of
that podcast is can autism be prevented
it is podcast number 6 268 we can link
it in the show notes
but Dr Amy kin with I mean he’s one of
the international researchers on autism
he’s very well regarded um he’s done a
lot of work of sitting babies like
sibling babies and twins in Cary type
devices watching videos and where they
these babies don’t have a diagnosis
infants and toddlers don’t have a
diagnosis yet or I guess some of them do
but um it’s it’s this uh very
standardized almost like um an MRI
machine but it’s basically a car seat
and an electronic and they show them
videos and they track their eye gaze and
so typically developing babies infants
and toddlers will say he uses the
example and I this is all outlined in
Podcast 268 but I’ll just quickly um
tell you all about it but there’s a a
scene where it’s a plastic wagon with a
little door and two toddlers sitting in
the door and they’re basically they’re
not talking to each other but they’re
fighting over whether the door should be
open or closed they’re they’re um you
know just their eye gaze towards each
other and the ones opening and the one’s
closing and they’re getting mad at each
other where a typical baby infant or
toddler will will be looking at their
faces of the two kids in the wagon where
a baby or a Todd who is going to go on
to get a diagnosis of autism is staring
at the repetitiveness of the door
opening and closing they’re missing the
whole scene they’re missing the social
language in the scene even when there’s
no talking so I do believe that kids on
the Spectrum or that will get diagnosed
are actually more interested in watching
um Electronics more interested in um
videos and so forth that are repetitive
that are and they but they are also
looking kind of at the wrong things so
so what to do
um well one of the things that doesn’t
help is the fact that with covid
everything was shut down families were
working from home it
was um a necessity to have a lot more
screen time than is recommended and
we’re going to talk about the
recommendation ations of screen time
from the American Academy of Pediatrics
but a lot of kids were using a lot of
electronics so that their parents could
basically survive during covid and that
has increased screen time so in chapter
nine of my book turn autism around I
talk about this little boy Drew I worked
with his 8 or 10-year-old brother for
years and the family called me as I was
writing my book
and they were worried about their their
uh infant son who had turned three
during Co and um he had not gone to
daycare for about four or five months
then he turned three then all of a
sudden the parents were panicking about
little Drew because he wasn’t body
trained he looked like he might have
some symptoms of
autism and so I went over with the my
stat bag screening tool for autism and
toddlers And I attempted to do a stat um
assessment with him I am trained and
certified in that and what I found
was he
was very interested in cars and trains
and had a lot of problem behaviors but
the parents were reinforcing those
problem behaviors and I talk about this
in chapter 9 UM and you can get the
first two chapters for free and all the
book resources we’ll link that in the
show notes um so you can start reading
but chapter nine is on Advanced talking
and this little boy Drew did have
advanced talking he’s like hi Miss Mary
and then he was trying to get our
attention by throwing things like
throwing piano books off the piano and
so he did have a lot of social awareness
and social
skills and what came down to in my
opinion was he wasn’t in daycare there
was no structure he had an older
10-year-old brother with moderate severe
autism the parents were trying to work
from home and Drew was not getting the
structure he needed he was getting way
too much iPad time and he needed to get
back to
structure I don’t believe Drew had signs
of autism although people believe in
Virtual autism say basically it’s you
know this
uh different from regular ASD and they
believe that virtual autism is a
temporary condition that can be
reversed
um and you know basically by limiting or
taking away screen
time so in general I think no matter I
don’t really think that there’s a
differentiation
between virtual autism and ASD I believe
that any child who is not
engaged um during most of their waking
hours can become withdrawn can have
hyperactivity can have problem behaviors
that can be shaped up further to be more
problem behaviors um it can look like
autism um you know kids that are abused
and neglected not that saying anything
about screen time is abuse or neglect
but kids from impoverished homes who
don’t have enough engagement can look
autistic and they’re not kids with
hearing loss can look autistic and
they’re not um I’m not saying that I
guess there might be kids that have
excessive screen
time um that could have some symptoms of
autism but
we have to look at the whole child
whether they have whether you have
autism in your family and siblings or
whether you’re worried about autism or
not kids really need engagement outside
of screen time in fact the American
Academy of Pediatrics and the American
Academy of Child and Adolescent
Psychiatry have slightly different um
recommendations for screen time but they
both recommend that
before 18 months of age that we should
limit screen time other than video
chatting so when a parents out of town
for instance um ages 18 to 24 months
screen time should be limited to
watching educational
programs and watching it together with
the parent from ages 2 to five limiting
screen time used to one hour per day of
high quality programs again we can have
real people real adults real kids
talking in a slow animated way with
music
imitation um those are all better than
watching you know cartoon characters
where you’re not going to be seeing
facial expressions or real actions and
the more the parent can be involved in
parent child interaction during screen
time the better as
well so in general some things you can
do we will link the American Academy of
Pediatrics guidelines for screen time um
we can also link the American Academy of
Pediatrics has a family media plan that
you can download for free but in general
some things to do for all kids whether
you’re uh worried about autism have
autism in your life or are worried about
screen time is have some limits um when
they do use screen time
make sure you’re as involved as
possible try to have them um tune into
things that are educational that are age
appropriate also have a daily schedule
of indoor and outdoor activities really
important for kids to stay physically
active as well make sure you are um
chunking things so that you know harder
tasks follow with easier tasks
throughout the day so that the child
remains happy and engaged throughout the
day if you can’t engage your child at
home or get a
babysitter
um to you know help engage them or you
might consider sending them to daycare
or um having uh preschool or getting
them evaluated for autism so you can
have therapists either come into your
home or they can go to potentially an
ABA Clinic or some other type of therapy
but you can’t afford to work for 3 hours
while your young child is on screen for
3 hours so that you can concentrate and
they are entertained because that
entertainment can really um do harm to
their brain and their interactions
so we really need to limit things and to
get engagement for the child no matter
matter if they have autism or not and in
general like I said before encourage
videos with real people real kids and
have as much engagement during that
screen time as possible so I hope you
got a little insight on Virtual autism
we’ll link a couple articles about
virtual autism in the show notes as well
as the podcast on the work of Amy Kint
and the AAP aap’s media guide for
families so I hope you enjoyed that if
you did I would love it if you share it
with others leave me a comment give a
review and I’ll see you right here next
time same time same place have a good
one
Very good https://is.gd/tpjNyL