Autism and Screen Time Clinical Psychologist

Autism and Screen Time Clinical Psychologist

Research indicates that children and adolescents with ASD spend more time in video games and computers than their peers (Mazurek et al., 2012; 2013; Kuo et al., 2014). Although there are evidence-based benefits identified through the use of digital and social media, such as opportunities for early learning, knowledge-building and increased opportunities for communication and social support, there are a number of risks to consider. These include: poor sleep hygiene, attention, addiction, high incidence of obesity and depression; exposure to inaccurate, inappropriate or unsafe contents and contacts; and privacy and confidentiality of privacy.

Individuals with ASD are believed to be attracted to screens more than their peers due to a frequent, predictable and highly customizable interface for specific interests. Digital media produces a visual and auditory correlation that stimulates nerve pathways, and that for many children and adolescents with ASD, these nerve pathways are not necessarily stimulated during direct interactions. These social interactions are often of concern to many young people, so it is understandable why digital media devices are preferred. However, the use of social media can also be a cause of poor mental and physical health and has been associated with increased depression and increased social anxiety and other lifestyle-related diseases (Becker et al., Chassiakos et al., Sedani et al.,).

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Because screen time is so tempting, parents need to take concrete steps to create borders and structure. Below are strategies for managing screen time access for young people with autism spectrum disorder (these strategies are relevant to their typical neurological counterparts) 

1. Parents must set limits for hourly increases during weekdays and weekends that are consistent throughout the year.
2. Parents need to model to use appropriate technology, including the use of smartphones / tablets at the dinner table or at certain hours of the evening.
3. Parents need to add an external structure to the afternoon and evenings. Young people with MS will need more external structure than their peers and will benefit greatly from increased social interaction in real time. Parents are encouraged to arrange small game groups, participate in creative / fantasy play, coordinate martial arts / sports groups, or join specialized clubs (such as Lego Robotics). It is important to replace the screen time with interesting and attractive alternatives.
4. Parents should organize screen time at specified time intervals. Computer access from 7 to 9 pm will work better than just saying "You have two hours of access each evening." It prevents power struggles and means that fathers will not have to run the junior administration.
5. Parents should monitor social media closely and must have access to account passwords. Young people with MS social media are likely to learn later about their peers. They may also lack awareness of social mixing that puts them at risk of problematic interactions online, including cyberbullying.
6. Parents should give a warning (for example, ten minutes) before the screen time expires. When the screen access time expires, parents should use a clear and quiet connection and avoid negotiating additional screen time. Positive reinforcement strategies must be implemented to reward desired behaviors.
7. Parents must avoid the demon of digital technology. With Open Conversation, parents can set screen time limits and limits, without creating an adversarial interaction. Digital media is very attractive, there is no denial. As adults, we can respect digital media while respecting our borders.

"I am bored" translation of Professor Tony Atwood, a clinical psychologist

"I am bored" translation of Professor Tony Atwood, a clinical psychologist

High school teens often say the comment is "bored", but students with autism may use the phrase to express a range of thoughts and feelings. The translation of "I'm bored" for those with autism may be:

I don't have the energy to do it

In high school students with autism consume mental energy to address not only academic curricula but also social curricula as well as anxiety management and sensory sensitivity. A normal day in high school is mentally exhausting, so the comment "I'm bored" means "I don't have any mental energy to handle this activity."

This activity is useless and irrelevant

High school curriculum components may not be relevant to the modern life or future of an autistic student. Typical students recognize that activity is futile but will persevere in complying with school expectations, maintaining peer participation and passing tests. A student with autism may not follow these agreements, and if the activity is considered irrelevant, it may be boring, and the student with autism may repeatedly express the opinion of the teacher.

This activity is very easy for me

A cognitive profile associated with autism can include abilities before peers of the same age. The teacher usually conducts the activity based on the average student abilities in the class. Thus, an autistic student may have completed the activity in advance of his peers, and now has nothing to do when he is bored.

The teacher is not inspiring

The teaching style or personality of the teacher may be uninspiring, or the teacher may be depressed. The lesson is then boring for all students.

I am treated like a fool

Adolescents with autism may not be socially successful or in school sports. Then academic success becomes important to achieve respect and self-esteem. Thus, a student with autism often wants to demonstrate intellectual abilities. To say, "I may get bored" can translate to "I can't show how masculine I am."

It makes me look calm

One way to achieve acceptance and social inclusion is to imitate their peers, especially the "cool" students, who may often say "I'm bored."

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My imagination is more exciting

In the early grades of school, a child with autism may realize that he is different from his peers, and is often socially excluded. One of the coping strategies is to escape to imagination, perhaps as a super hero with special and valuable powers or an alternative world such as Hogwarts or being with animals. The fictitious world is exciting and with far-fetched achievements indeed. There is a great contrast between social and academic classrooms and the fantasy world, so the lesson is boring compared to enjoying a living imagination.

I can't understand what the teacher is saying

Autism can be associated with specific language and learning difficulties, so that the teacher speaks very quickly or uses complex language structures for a teenager to process cognitive and linguistic information. There may also be difficulty in distinguishing the voice of the teacher from those of neighboring children who speak quietly with each other, or the teacher may use confusing terms and cynicism.

I feel depressed

There is a high level of depression in adolescents with autism. One of the characteristics of depression is anhedonia, the inability to experience pleasure or interest in previously enjoyable activity. Favorite subjects like math, IT, arts, or drama are no longer enjoyable because of feeling depressed.

Thus, parents and teachers may need to translate the phrase "I am bored" as an expression with many meanings

Building Better Relationships by Ms. Sonia Blandford

Building Better Relationships by Ms. Sonia Blandford

Both theory of choice and realistic therapy were created by Dr. William Glaser, a psychologist. The main principle of choice theory is that while people ultimately control all of their thoughts and behaviors and can therefore choose them almost, they do not control the thoughts or behaviors of others. Glasser believes that you cannot control the behaviors of others. All they can do is give or receive information and then other people decide what their thoughts and actions are.

When people try to control others and shape them in their version of how things should be, they tend to use the seven separate habits of external control that can destroy relationships. These behaviors can lead to people withdrawing or sometimes using these habits. If you are at the receiving end of these habits, remember what you felt. I imagine you didn't enjoy this experience.

7 separation habits,

• criticism
• blaming
• Complaint
• Annoying
• A threat
• Punish
• Bribery

Glasser lists seven connected habits that support good and healthy relationships. When people use these behaviors, the effect is usually that people want to invest more time in a relationship.

7 communication habits

• Support
• Encouragement
• Listen
• Acceptance
• Confidence
• respect
• Negotiate differences.

Glasser suggested that if you find yourself using a separation habit, try instead to use a differentiated connection habit. There is a credit card published as "habit cards". People are encouraged to carry them and reflect on their behavior towards others.

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Giving up the use of separation habits can be difficult. The Minds and Hearts therapist may be able to help you abandon a specific outage habit if you are having difficulty. They can also help you develop and practice communication habits that help build positive relationships.

Autistic School Masters - Longitudinal Study

Autistic School Masters - Longitudinal Study

Leaving school is a big change in the lives of teenagers, as there are many ways and options that often need to be explored and considered. Given the difficulties of the common executive function that arise in some individuals on the autism spectrum (such as preparation, planning, organization, goal setting, decision-making and initiation of self), this period in life can be particularly difficult.




Given these difficulties, exploring and understanding the difference between young people in the autism spectrum and their nervous counterparts is likely to provide information on areas where operational imbalance may require attention and the type of support that will help individuals with the autism spectrum as they leave school.

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In a recent online newsletter, Autism CRC, an organization focusing on collaborative research in autism, released a quick overview of the findings of their study from 2014 to 2021. This interesting longitudinal study investigated the transition between Adolescence and puberty in young people with or without autism, between 15 and 25 years over two years. The snapshot highlighted the following information:

• age at presenting a diagnosis of autism spectrum disorder;
  
  
• Both positive and challenging school experiences.
• Bullying history and experiences.
• after high school and / or work experience;
• Diagnosis including depression, sleep problems, anxiety, ADHD, speech and language impairment, allergies and asthma.

For a more detailed look at the current results and more information, please click here.