#17: Virtual Autism: Screen Addiction and Its Impact on Child Development | Ananya CDC

1. Introduction to Virtual Autism

📍 Welcome back to the Ananya Child Development Center podcast! Today, we are revisiting a topic that sparked a lot of conversation – and honestly, some concern among our listeners – virtual autism. If you tuned into episode 6, you'll remember our initial exploration of this idea: how excessive screen time might be linked to autism-like symptoms in young children.

The response we received was incredible, showing us just how much parents are thinking about the role of technology in their children's lives.

2. Expert Insights with Madhavi

To help us dive deeper into this complex issue, we have Madhavi back with us today. Madhavi is the founder and director of Ananya CDC and a true expert in Autism Spectrum Disorder. She holds a B.Ed. in Autism from Osmania University and an MA in Psychology. So she brings a wealth of knowledge and hands-on experience to our discussion.

And I'm Manasvi, an intern at Ananya, currently pursuing my bachelor's in psychology at the Rochester Institute of Technology in Dubai. I'm eager to learn from Madhavi's expertise as we explore this critical topic.

Madhavi, welcome back to the podcast!

Madhavi Adimulam: Thank you, Manasvi!

3. Understanding Virtual Autism

Manasvi: Madhavi, our last conversation on virtual autism struck a nerve with our listeners. Why do you think this term, though not a formal diagnosis, resonates so strongly with parents today? Is it the fear that we are sacrificing genuine connection for the illusion of it in the digital realm?

Madhavi Adimulam: We hear the term "virtual autism" from parents every single day. They come to us with this self-diagnosis for their child. But it’s important to understand that "virtual autism" isn’t an official diagnosis. It doesn't exist in the DSM-5, the diagnostic manual used by mental health professionals.

I’m not sure where the term originated, but it's become quite popular among parents. They seem to think it’s less severe than “real” autism, that it’s more likely to go away with therapy. They see it as a toned-down version or something that just mimics autism, but it’s important to clarify that it’s not a separate category of autism.

When we evaluate a child for autism, we look for a specific set of symptoms. If those symptoms are present, we diagnose it as autism, not "virtual autism." And often, with early intervention, those symptoms can diminish significantly.

We had a child, just 16 months old, come to Ananya with symptoms that parents might label as “virtual autism.” We provided intensive early intervention based on the Early Start Denver Model (ESDM), and within a year, the child’s symptoms had almost disappeared. We had initially diagnosed the child as "at risk" for autism, but those symptoms never progressed to a full-blown diagnosis because we intervened early.

However, if a child is four years old and has been exposed to excessive screen time – 6 to 8 hours a day – since they were a toddler, the situation is different. The symptoms are often more deeply ingrained, and it’s less likely that they will completely disappear, even with intensive therapy.

Manasvi: So, early intervention is key, as it is with many developmental challenges. Now, you mentioned the “illusion of social connection.” Are we really creating this illusion in the digital world?

Madhavi Adimulam: I think we are, especially for young children. Many young parents, especially first-time parents, don’t fully grasp what real social connection is. They might believe that their child is benefiting from watching educational videos or listening to songs on a screen, but it can never replace real human interaction, face-to-face conversations, storytelling, playing together, and simply chatting. Those are the experiences that build true social connections and emotional bonds.

Manasvi: You bring up a fascinating point. It's easy to assume that watching people interact on a screen is similar to real-life social interaction, but it's not the same, is it?

4. The Illusion of Social Connection

Madhavi Adimulam: Absolutely not! It’s an illusion, especially for very young children who haven’t yet developed their social skills. A two-year-old watching Peppa Pig on YouTube is not going to learn social skills from that passive experience. They need those back-and-forth interactions, those shared experiences, those moments of connection that happen in real life.

Manasvi: That makes sense. And it reminds me of another concept we've been discussing in our psychology classes—parasocial relationships.

5. Parasocial Relationships in Children

Manasvi: Can you explain what parasocial relationships are and how they might affect a child's development? Do they offer any real social benefits, or are they just another form of this illusion of connection?

Madhavi Adimulam: Parasocial relationships are those one-sided emotional connections that children sometimes form with media characters or personalities. It’s a concerning consequence of screen addiction that’s often overlooked. Parents might not even realize it’s happening because they think, “Oh, it’s just a cartoon character,” but for a young child, those characters can feel very real.

We see children who become so attached to these characters that they demand to watch them constantly, they talk about them as if they’re real friends, and they even seek comfort from these characters when they’re upset or distressed.

These parasocial relationships can actually interfere with real-life social development. Instead of interacting with their parents, siblings, or other children, they're focused on these one-sided relationships with characters on a screen.

Mealtimes, which should be a time for family connection and conversation, often become dominated by screens. Children might not even be aware of what they’re eating—they just swallow without chewing, which can lead to gagging and then a preference for softer foods. It becomes a vicious cycle.

Studies have shown a link between parasocial relationships and YouTube addiction, as well as an association with social anxiety. It’s a serious concern that we, as parents and professionals, need to address.

Manasvi: It’s a reminder that screen time, especially for young children, has far-reaching consequences. It’s not just about the time itself; it’s about the experiences they’re missing out on—those real-life interactions that are so crucial for their cognitive, linguistic, and socio-emotional development.

Madhavi Adimulam: Exactly. Parents need to be much more mindful of their child's screen exposure and the potential impact it’s having on their development.

Manasvi: So, what happens when parents try to break those parasocial bonds? What if they suddenly take away the device or restrict access to those beloved characters?

6. Addressing Screen Addiction

Madhavi Adimulam: It can be very challenging! For a child who’s developed a strong parasocial attachment, taking away that device or restricting access to those characters can feel like they’ve lost a best friend. They might grieve, experience withdrawal symptoms, become extremely irritable or frustrated. It’s essential for parents to approach these situations with empathy and understanding, but they also need to be firm and consistent in setting boundaries.

Here are some strategies parents can use:

• Be a Role Model: Limit your own screen time and model healthy tech habits. If possible, switch to a basic phone instead of a smartphone.
• Establish Clear Limits and Rules: Create a family media plan that outlines how and when screens are used in your home.
• Create Screen-Free Zones: Designate specific areas in your home where screens are not allowed, such as the dining table or bedrooms.
• Schedule Screen-Free Activities: Plan regular outdoor activities, enroll your child in sports, music, or art classes, or simply go for a family walk in the park. Hyderabad has so many beautiful outdoor spaces to explore!
• Engage in Social Interaction: Play board games, read together, have family conversations, or involve your child in household chores.
• Use Technology Together: If you do choose to use screens, make it a shared experience. Watch educational videos together, discuss what you’re seeing, and limit the amount of time spent on screens.
• Choose Age-Appropriate Content: Use YouTube Kids instead of regular YouTube to avoid exposing your child to inappropriate content.

Manasvi: Those are great suggestions. It's about making conscious choices and creating a more balanced lifestyle. But what about those withdrawal symptoms? They can be pretty intense, right?

Madhavi Adimulam: They can be. Be prepared for irritability, frustration, tantrums, and even changes in appetite or sleep. It’s essential to approach these challenges with empathy. Remember, your child doesn't fully understand what’s happening. Reinforce the benefits of reduced screen time, encourage patience, and offer alternative activities to help them cope with those withdrawal symptoms.

Manasvi: One of the biggest fears I hear from parents is that their child won’t eat without a screen.

Madhavi Adimulam: I understand that fear, but trust me, no human being can survive without food. They can survive without a screen. It might take some time, some patience, and a bit of creativity, but children will eventually eat when they’re hungry. The key is to remain consistent and not give in to their demands.

Manasvi: You’ve offered a lot of practical advice, Madhavi. But sometimes, despite a parent's best efforts, the struggle with screen addiction might require professional help.

7. When to Seek Professional Help

Manasvi: When should parents consider seeking help from a therapist?

Madhavi Adimulam: At Ananya CDC, we work primarily with younger children, so it's often easier to help them wean off screens. They might cry or protest initially, but distraction and alternative activities usually work well. But for older children, those over six or seven years old, it can be much harder. That’s when professional help might be necessary.

Here are some signs that a child might need professional support to address screen addiction:

• Inability to Limit Screen Time: If multiple attempts to set limits have failed and the child becomes extremely resistant or defiant, it might indicate a deeper dependency issue.
• Withdrawal Symptoms: If a child exhibits extreme irritability, anxiety, or mood swings when screens are taken away, it suggests an unhealthy attachment.
• Impact on Daily Life: When screen use interferes with school, family interactions, social relationships, or other essential activities, professional help might be needed.
• Behavioral Changes: Increased aggression, social withdrawal, or emotional distress can signal that a child is struggling and needs support.
• Physical Health Concerns: If excessive screen time leads to physical health issues like obesity, sleep disturbances, or eye strain, it’s time to consult a healthcare professional.

Early intervention is always best. It can help to mitigate the adverse effects of screen addiction and establish healthier habits.

Manasvi: During my internship here at Ananya, I’ve seen how effectively you address screen addiction in young children. Can you tell our listeners a bit about how you approach those cases?