The Impact of Technology Use on Social and Cognitive Development of Children with Autism

This study examines the impact of screen time on the cognitive and social development of children with autism spectrum disorder (ASD) in the elementary years, focusing on technology use at Selma Elementary School, Smithfield, North Carolina, during the 2024-2025 school year. The research involved special education (SPED) teachers working with children diagnosed with ASD. A descriptive design was employed to collect data, revealing key trends in student demographics and development. Sixty-two were boys aged 8-10 years and Forty-eight have Level 1 autism severity. These students exhibited a 10-15 minute attention span and averaged 3-4 hours of daily screen time. Teachers unanimously agreed that exposure to educational, recreational, and therapeutic technology promotes cognitive development in children with autism. Additionally, they believed that technology enhances social development, particularly in communication, peer interactions, and emotional regulation. Statistical analysis indicated significant differences in the effects of technology on cognitive and social development, with variations based on age, sex, autism severity, attention span, and screen time. However, no significant correlation was found between screen time, attention span, or autism severity with cognitive and social outcomes, suggesting a weak relationship. In conclusion, the study highlights the role of technology in supporting the development of children with ASD and advocates for further research and targeted interventions to optimize its use in special education.