Impact of Screen Time on Social Communication Skills in Children with Autism Spectrum Disorder: The Mediating Role of Parent Child Interaction Quality and the Moderating Role of Parental Monitoring

Abstract

An increase in the usage of digital media has created concern about its consequences in terms of social communication in children with Autism Spectrum Disorder (ASD). This study attempted to examine the relationship between screen time and social communication challenges, with special focus on the mediation of the quality of parent-child interaction and moderation of parental monitoring. Quantitative, cross-sectional, and correlational research design with 180 children with ASD and their parents or primary caregivers was used in the study. Measures such as demographic information form, parent-child social communication measure, quality of parent-child interaction measure, and parental monitoring were used, whereas daily exposure to screen time was measured with average screen time reported by the caregivers. Screen time has been found to have a significant and positive relationship with social communication challenges (r = .52, p < .01) and a negative relationship with the quality of parent-child interaction (r = −.41, p < .01). Quality of parent-child interaction significantly mediated the relationship between screen time and social communication challenges, with significant indirect effect, 95% CI [0.18, 0.53]. Parental monitoring was found to moderate this relationship (B = −.18, p = .003), with higher levels of parental monitoring reducing the effect of screen use on social communication in children with ASD. The results emphasize the significance of screen-use routines, parent monitoring, and genuine two-way engagement in promoting social communication skills in children with autism. Limitations and cross-sectional study design, convenient sampling, and use of caregiver-reports limit the ability to make any causal inferences. Future research should use longitudinal designs and interventions that would help to distinguish screen time, content, and type of activity. The results imply that the interactional dynamics within families and the role of parental monitoring need to be considered.