Presentation given by Dr. Olivia Ng and Dr. Olaf Kraus de Camargo at the Ron Joyce Children's Health Centre Expert Series

1. How To Make the Best
out of Screen Time
July 21, 2021
Dr. Olaf Kraus de Camargo, MD, FRCPC, Developmental Pediatrician
Dr. Olivia Ng, PhD., C.Psych., Psychologist

2. What are you looking
for?
Introductions

3. 3
When do you Look at a Screen?

4. 4
Estimate your Screen Time

5. 5
Check the Screen Time on your Device

6. ► Types of screen time, benefits/risks
► Effect on sleep
► Online learning
► Effects of videogames on the brain
► Recommendations – what can we do?
6
Agenda

7. ► Passive: watching videos/shows, reading, listening to music
► Interactive: playing games, browsing internet
► Communication: social media, video chats
► Content creation: digital art/music
7
Types of Screen Time
Source: www.commonsensemedia.org/screen-time/how-much-screen-time-is-ok-for-my-kids

8. 8
Examples of Screens

9. ► Quality programming (e.g. interactive) can be used to develop language and literacy with co-
viewing: https://www.readingrockets.org/literacyapps
► Appropriate screen time can be used to calm child down (e.g. medical procedure)
► Learn pro-social skills
 https://www.commonsense.org/education/top-picks/best-apps-for-kids-with-autism
 Learning Differences and Special Needs Guide:
https://www.commonsensemedia.org/guide/special-needs
 Common Sense Media provides app reviews and descriptions
► Could promote physical activity – Cosmic Kids Yoga:
https://www.youtube.com/user/cosmickidsyoga
9
Benefits
Source: Canadian pediatric Society. (2017). Screen time and young children: Promoting health
and development in a digital word. Pediatrics and Child Health, 461-468.

10. ► Could decrease physical activity and increase sedentary behaviours
► Reduces family time
► Distinguishing what’s on screen and reality
► Exposure to advertisements/commercials
10
Risks
Source: Canadian pediatric Society. (2017). Screen time and young children: Promoting health
and development in a digital word. Pediatrics and Child Health, 461-468.

11. 11
Other Risks & Benefits

12. 12
Negative Outcomes

13. ► Children with ASD are more likely to have sleep problems
► Melatonin regulation & circadian rhythms
► In-room computer associated with less sleep
13
Effect on Sleep
Source: Engelhardt, C.R., Mazurek, M. O. & Sohl, K. (2013). Media use and sleep among boys with ASD, ADHD, or
typical development. Pediatrics, 132, 1081-1089.
So what can we do?
► Turn off screens 1-2 hours before bed
► Quiet time before bed – crafts, music, bath

14. 14
Online Learning
Benefits Risks
• Relaxed schedule and pacing
• Less anxiety/stress
• Learning in the comfort of your home
• Opportunity for more parent involvement
• Need consistent supervision to remain on-
task
• Hard to focus online
• Changes in educational routines
• Opportunities for socialization
► Need for supervision, needs of others at home
► Child’s learning style is compatible with virtual learning
► Availability of specialized supports/equipment
Several Considerations
Source: https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/decision-tool.html
www.readingrockets.org/article/supporting-children-autism-during-covid-19

15. 15
Brain on Videogames
https://youtu.be/fi6596_RUNQ

16. ►0 – 18 months
 Avoid screens completely
 Hands-on activities with human engagement facilitate normal
cognitive, motor, language, and social-emotional development
 Most time should be spent in hands-on activities without
media in the child’s environment
16
General Recommendations

17. ►18 – 24 months
 Most time should be spent with hands-on activities without
media
 Very brief intervals
 Focus on high-quality educational programming
 Parents watch with children and explain content
17
General Recommendations

18. ►2 – 5 years
 Most time should be spent in hands-on activities without media
 <1 h per day
 Still emphasize educational and age-appropriate programming
 Parent still watch with children and explain content
18
General Recommendations

19. ►6 – 12 years
 Consistent time limits
 Limit types of media
 Monitor sleep, physical activity, and behavioural health effects
 Screen-free zones: bedroom, dinner table
 Screen-free times: meals, bedtime, family interaction
19
General Recommendations

20. ►Adolescents
 <2 h per day
 Media-free zones and times
 Ongoing education and communication
 Parental supervision and limit setting
 Parental modeling of healthy use
 Limit media use when doing homework
20
General Recommendations

21. ►Increased Use and Difficulty Disengaging
 Set Auto-Timer on Devices that Shut Off After Time Limit
Exceeded
 Transition Reminders
 Consistent Daily Times
21
Recommendations - ASD

22. ►Developmental Delay
 Use media guidelines for child’s developmental age-
equivalent
 Monitor progress carefully with changes in media
22
Recommendations - ASD

23. ►Less Time for Physical Activity and Friends
 Use media to reward participation in physical and social
activities
 Some apps encourage fitness and social activities
23
Recommendations - ASD

24. ►Parental Use as a “Pacifier”
 Encourages tantrums when device removed
 Use limited media to reward good behaviour
 Use other coping strategies for deescalation
24
Recommendations - ASD

25. ►Sex/Violence
 Educate child about legal consequences
 Monitor child carefully for bullying, inappropriate comments, or
exploitation
25
Recommendations - ASD

26. 26
Autcraft
https://www.autcraft.com

27. 27
Classcraft
https://www.classcraft.com

28. Screen free zones at home
Screen free times
Recreational screen time: Co-viewing and Co-playing
Offline time and activities
Safety and digital citizenship
28
Recommendations: Family Media Plan
Source: American Academy of Pediatrics
https://www.healthychildren.org/English/media/Pages/default.aspx

29. ► Teaching digital citizenship
 Being an active part of our children’s media lives
 Be proactive – talk about who your child can go to if something goes wrong
 Give examples of online behaviour – what’s healthy, what’s drama, what’s cyberbullying
► Digital citizenship lessons (step-by-step guides):
https://www.commonsense.org/education/digital-citizenship/curriculum
29
Recommendations:
Digital Citizenship
Sources: https://mediasmarts.ca/parents/digital-citizenship-guide-parents
www.digitaltechnologieshub.edu.au/teachers/topics/digital-citizenship

30. Feedback and
Reflection
Questions?

31. www.hamiltonhealthsciences.ca
How to Make the Best Out of Screen Time
Dr. Olaf Kraus de Camargo, MD, FRCPC, Developmental Pediatrician
Dr. Olivia Ng, PhD., C.Psych., Psychologist

32. ► Chambers, D., Jones, P., McGhie-Richond, D., et al. (2018). An exploration of teacher’s use of iPads for
students with learning support needs. Journal of Research in Special Education Needs, 18, 73-82.
► Gwynette, M. F., Sidhu, S. S., & Ceranoglu, T. A. (2018). Electronic screen media use in youth with autism
spectrum disorder. Child Adolescent Psychiatric Clinics of North America, 27, 203-219.
https://doi.org/10.1016/j.chc.2017.11.013
► Marteney, T. & Bernadowski, C. (2016). Teachers’ perceptions of the benefits of online instruction for
students with special educational needs. British Journal of Special Education, 43, 178-194.
► Rivera, J. H. (2017). The blended learning environment: A viable alternative for special needs students.
Journal of Education and Training Studies, 5, 79-84.
32
Additional References