MANAGING SCREEN TIME FOR STUDENTS WITH AUTISM
Screens are a wonderful tool to use with students with autism, however they are becoming increasingly difficult to monitor and manage.
Here are a few great examples of questions you could ask yourself to see if the student’s screen time is under control?
- Do you have a plan to ‘manage‘ screen time? Is it being followed?
- Does screen use interfere with what your family/classroom wants to do?
- Does screen use interfere with sleep?
- Does the student easily transition between screen time and non-screen time? i.e. will they get ‘off’ when directed
If after asking these questions you are wanting to put in place some strategies to manage screen time, below are some tips to get you started.
TIPS TO MANAGE SCREEN TIME
EXIT PLAN
Many students with autism get very engrossed with their screens making it very difficult for them to transition to nothing afterwards. Planning their next activity before starting screen time allows them to immediately move onto another activity.
A COLLABORATIVE MEDIA PLAN
Create a plan with the child which works for the adult and the child. Have agreed rules, routines, expectations (i.e. around swearing etc.) and consequences. I highly recommend writing down the agreement and putting it somewhere to refer back to.
SCREEN FREE TIMES
Instilling allocated screen free times or activities such as meal-times or outings which everybody participates in.
(If the device is being used for communication the child needs access to it at all times, and this cannot be done.)
TURN OFF WIFI
Many routers can now turn off the wifi after a certain time e.g. bedtime
LIMITING THE AMOUNT OF TIME
This could be done in a number of different ways
- A self-monitored visual timer
- Many apps can now be time limited
- Token systems
Be aware that with some students with autism it is incredibly distressing to stop mid-game, so perhaps, adjust limits accordingly. Instead of a certain time period, allow them to play the game a set number of times.
EXCHANGE SYSTEMS
Allow screen time in exchange for other activities
- Following tidying up/school work etc.
- Amount of time allowed on screens is half the amount of time spent off the screens.
Tokens are a fantastic technique for managing screen time and a range of other activities. Token systems are great as they are visual and can be used over and over for all ages and stages.
- It is important to set the student up for success by making the required activity/behaviour/goal easily achieved when you first start using. Over time you can extend the expectations
- Tokens should be used only for positive behaviour support. Be careful removing tokens for incorrect behaviour as this can result in anger, anxiety or frustration. In my experience, it is better to use as a positive reinforcement or reminder i.e. when you get off the computer at the end of this game you will get a token towards more computer time
- I have had extremely positive outcomes using token rewards earned at school used for screen time at home, particulary with older students with autism. For example, one of my secondary students if he got to class on time with the required equipment he got a token for time on his playstation when he got home.
Have clear rules such as:
- Who moves the tokens? The student or adult?
What is the reward – decided amount of extra screen time or games - Tokens can be awarded for a range of pre decided acticities chores e.g. packing away, lining up, waiting quietly, tidying up, getting to class on time, putting washing in basket etc
- Have set times they can use the reward time, as sometimes they want it immediately and that is not possible
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