The Impact of Early-Life Mobile Screen Exposure on Social Communication and Language Development in Children with Autism Spectrum Disorder

Abstract

The proliferation of mobile devices has fundamentally altered early childhood environments, raising significant concerns for neurodivergent populations. Children with Autism Spectrum Disorder (ASD) are particularly vulnerable to the displacement of critical, face-to-face social interactions by screens. This study investigated the impact of early-life mobile screen exposure on social communication and language development in children with ASD within the socio-cultural context of Pakistan. A quantitative, cross-sectional design was utilized, sampling 190 children (aged 3–6 years) diagnosed with ASD from specialized developmental centers in Lahore and Karachi. Primary caregivers completed a culturally adapted Demographic and Screen Time Questionnaire, the Vineland Adaptive Behavior Scales, Third Edition (VABS-3) Communication Domain, and the Social Communication Questionnaire (SCQ). Results indicated a high average daily mobile screen time of 3.45 hours. Multiple linear regression analysis revealed that daily screen time was a significant negative predictor of adaptive communication skills (β=−.48,p<.001). Conversely, parental co-viewing frequency emerged as a significant positive predictor (β=.26,p<.001), with the overall model explaining 36% of the variance in communication scores (Adjusted R2=.36,F5184=22.45,p<.001). The findings support the displacement hypothesis, suggesting that unmediated screen exposure exacerbates language and social communication deficits in children with ASD. However, active parental mediation significantly mitigates these adverse effects. Culturally tailored psychoeducation, particularly targeting joint family systems prevalent in Pakistan, and the strategic integration of co-viewing practices are strongly recommended to optimize developmental outcomes.