Limiting Screen Use in Children With Autism: Evidence-Based Strategies for Engagement and Play

Frequent electronic device use can interfere with play, social interaction, communication, and self-regulation in children with autism spectrum disorder (ASD). Structured, evidence-based strategies that gradually reduce device access while reinforcing engagement in non-digital play can support skill development and minimize behavioral dysregulation. This article presents a practical approach for parents, educators, and clinicians, emphasizing scheduled and faded device access combined with reinforcement for alternative play activities. A composite vignette illustrates implementation of these strategies in a school-age child, highlighting how systematic screen-use reduction can be paired with drawing, construction, and imaginative play. Guidance includes visual schedules, reinforcement strategies, and environmental supports to facilitate predictable transitions from electronic devices to non-digital play. By translating research into actionable steps, this article demonstrates that structured, individualized interventions can reduce electronic device dependence while promoting social, communicative, and regulatory skills in children with ASD.