PP1122 - A Case Study on Excessive Screen Time in Early Childhood and Autism-Like Symptoms

Abstract:
This case study explores a 17-month-old toddler who was seen by the IDEA Part C, or Early Intervention Team of the University of Miami. She presented with significant communication delays at her age that prompted her mother to bring her in for a complete evaluation. Through audiologic testing, both the primary audiologist and the fourth-year extern noted characteristics typically associated with Autism Spectrum Disorder in early childhood. Following her audiological evaluation, the patient was seen by the developmental therapist and it was revealed that the patient was watching an average of 12 hours per day of television.

Summary:
The purpose of this case study is to explore what an appropriate amount of screen time is for children who are in the prelingual phase of language development and assess overexposure to screen time and the effects that may present as the child ages. The secondary purpose of this case study is to discuss why the negative effects of the existing screen time guidelines, as proposed by the American Academy of Child and Adolescent Psychiatry, are not followed.
This case study will be a thorough review of this case from the perspective of audiology, medicine, and developmental therapy via direct observation of the case and review of this patient’s audiogram, Battelle Developmental Index Version III (BDI-3), and Modified Checklist for Autism in Toddlers, Revised (M-CHAT-R). This will be supplemented by a review of the literature on screen time and its effects on development. Previous studies, such as Hemawati et al. in 2018, have identified the dangers of excess screen time and its link to autism-like symptoms. Also noted is the novel diagnosis of Post Digital Nanning Autism Syndrome (PDNAS) and its differences or potential existence as a subcategory of Autism Spectrum Disorder, as defined by Pouretemad et al. (2022).
Using the background research available, a set of guidelines will be made to supplement the screen time recommendations with ways to make screen time more engaging and interactive. Not all families have the reasonable ability to turn the television off all the time, but educating families on pausing a show to expand on what was said, almost imitating active reading, can allow families that rely on television in some capacity to elevate the process of language development for their young child.
As the general population continues to get more and more tech-savvy and younger children grow up surrounded by screens, it is crucial to not just explore the dangers of excess screen time during development, but to meet families halfway: not just stating that screen time is bad but teaching the public how to make TV more accessible for their child’s learning.