Parent Perspectives on Screen Time as an Intervention for Children with Autism Spectrum Disorder in Pakistan: A Qualitative Study
This qualitative study of 20 Pakistani parents reveals that screen time serves as a double-edged intervention for children with Autism Spectrum Disorder, offering potential communication benefits while posing behavioral risks, thereby highlighting the need for clinician-guided, structured usage protocols tailored to low- and middle-income contexts.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
For many families, the glow of a television or tablet is a constant companion, a source of entertainment and distraction. But for parents of children with autism spectrum disorder, a condition where the brain processes social cues and communication differently, these glowing screens take on a much more complex role. These children often struggle with making eye contact, understanding emotions, and engaging in the back-and-forth flow of conversation. In many parts of the world, including Pakistan, where access to specialized therapy can be limited, parents have turned to digital devices not just as babysitters, but as tools to help their children learn and connect. The question is no longer just whether screens are good or bad, but how they function in the messy reality of daily life: can they teach a child to speak or look at another person, or do they simply isolate them further?
A team of researchers in Pakistan set out to answer this by listening directly to the people living with these choices every day. They spoke with twenty parents of children between the ages of three and twelve who have been diagnosed with autism. Instead of counting hours or measuring brain waves, the researchers asked these parents to describe their experiences in their own words. They wanted to understand how families in a low-resource setting navigate the double-edged sword of screen time, where a single device can be both a teacher and a source of conflict.
The conversations revealed a story of two very different worlds existing on the same screen. On one side, parents described genuine breakthroughs. Several mothers and fathers shared how educational cartoons and videos helped their children learn new words. One mother noted that when her son watched shows featuring both Urdu and English, his vocabulary grew, and he began trying to communicate more. Others found that the screen offered a bridge to social connection that was difficult to build in person. One parent described watching a video call with family members, where their child, who usually avoided eye contact, began to look at the screen and engage. For these families, the screen provided a structured, predictable way to learn language and practice social skills, offering a sense of progress that felt tangible and real.
However, the same devices that opened doors also created walls. Every single parent in the study reported that when screen time was left unregulated or when the content was not carefully chosen, the results were often negative. The most common struggle was the intense difficulty of turning the device off. Parents described children becoming aggressive, throwing objects, or having angry outbursts that lasted for twenty to thirty minutes when the screen was removed. The screens also seemed to make children more rigid; if a child wanted to watch the same cartoon at the same time every day, changing that routine could lead to a refusal to do anything else. Beyond behavior, parents worried about physical health, noting that their children were spending too much time sitting still, suffering from eye strain, and losing sleep because they used phones right before bed.
Faced with these conflicting outcomes, the parents did not simply give up or ban the technology. Instead, they developed their own strategies to manage the balance. The most effective approach they found was to watch the screen together. Rather than letting the child sit alone, twelve of the parents reported sitting with their children during educational videos, asking questions, and discussing what they saw. This turned a passive activity into an interactive one, reinforcing learning and keeping the child engaged with a human presence. Other families set strict rules, such as no screens during meals or before bedtime, and fixed time limits to prevent the device from taking over the day.
Despite these personal efforts, the parents expressed a deep need for more support from the outside world. Many felt they were learning through trial and error, guessing which apps would help and which would hurt. They called for training programs from hospitals and government institutions that could teach them how to use screens as a structured part of therapy. They wanted guidance on how to choose the right content and how to set boundaries that would work for their specific child. The researchers concluded that while screens are not a cure, they are a powerful tool that can be used effectively if guided by clear rules and professional advice. The study suggests that for families in Pakistan and similar settings, the goal should not be to eliminate screens, but to teach parents how to harness them, turning a potential source of isolation into a structured path for connection and growth.
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