Beyond Screen Time: A Neurodiversity-Affirmative Research Agenda for Screen Use in Autism

Abstract

Discourse on screen use in autism is largely dominated by risk-oriented, deficit-based, and alarmist narratives, often structured around the time-based construct of “screen time.” In this perspective essay, I argue for a more nuanced, context-sensitive, and neurodiversity-affirmative research agenda. Using an autoethnography-informed approach, I draw on my lived experiences as an autistic person alongside emerging empirical evidence to contend that screen use can also support autistic individuals in ways that closely align with their needs and preferences. I illustrate how screen use has enabled me to fulfill my core needs—particularly predictability, safety, autonomy, and meaningful belonging—which in turn facilitated my stress and sensory regulation, social development, executive functioning, and overall mental health across the lifespan. To move beyond limited framings of screen use in autism, I outline six key principles for a neurodiversity-affirmative research agenda: (1) adopt terminology that captures how and why digital media is used (e.g., “screen use” or “digital media engagement”); (2) examine the reasons, functions, and contexts of this use; (3) assess both potential benefits and risks in relation to the contextual factors that shape them; (4) evaluate outcomes that center autistic people’s autonomy, agency, and well-being; (5) acknowledge and respect neurodivergent developmental pathways and preferences; and (6) employ participatory and mixed-method approaches. Together, these principles can inform research, recommendations, and policies that enable more context-sensitive decisions and support autistic individuals to use screens in ways that enhance their development, mental health, and well-being on their own terms.

Community Brief

Why is this topic important?

Screen use is often discussed as something harmful for autistic people. Research usually focuses on “screen time,” meaning how long screens are used. Some studies describe autistic people’s screen time as excessive, inappropriate, or problematic and have even suggested that screen time may lead to the development of autistic traits. These views can lead to strict rules and interventions aimed at reducing screen time. However, screen use can also provide important benefits for autistic people. It can support development, independence, and well-being in ways that closely align with their needs and preferences. It is, therefore, important to study when, how, and why screen use can be beneficial, rather than focusing only on risks.

What is the purpose of this article?

I challenge one-sided, negative views of screen use in autism. Instead, I argue for a more balanced, neurodiversity-affirmative way of studying it, which respects differences in how autistic people use screens and focuses on well-being rather than seeing these differences as problems.

What personal or professional perspectives does the author bring to this topic?

I share my lived experiences as an autistic person and describe how screen use has helped me fulfill my core needs—particularly predictability, safety, independence, and meaningful belonging. I also explain how screen use supported my stress and sensory regulation, social development, planning and organizational skills, and overall mental health across the lifespan. I combine these reflections with scientific studies to show that screen use can also be beneficial for other autistic people.

What is already known about this topic?

Most research on screen use in autism focuses on risks and often describes it as excessive or problematic. At the same time, emerging research and autistic people’s own experiences suggest that screen use can also support stress regulation, social connection, learning, and mental health.

What does the author recommend?

I recommend that research on screen use in autism follow a neurodiversity-affirmative approach. I describe six key principles to help ensure that such research better reflects autistic people’s experiences and needs:

Move beyond the term “screen time” and use language that better reflects how and why screens are used, such as “screen use.”

Study what people actually do on screens, why they use them, and in what situations.

Consider both possible benefits and risks of screen use and how these depend on the person and their environment.

Focus on outcomes that matter to autistic people, such as independence and well-being.

Acknowledge and respect that differences in screen use are not necessarily problems to be fixed.

Involve autistic people in research and use different kinds of research methods to better understand their experiences.

How will these recommendations help autistic adults now or in the future?

My recommendations can help researchers, professionals, and policymakers better understand when and how screen use can support autistic people. This can lead to more appropriate support that fits autistic people’s needs and preferences and may improve their development and well-being.