A Study to Identify Children with Symptoms of Virtual Autism and Contributing Factors Among Mothers of Preschoolers
DOI:
https://doi.org/10.67440/ahj.vi.2204Keywords:
virtual autism; preschool children; screen time; developmental symptoms; contributing factors; mothers; paediatric nursing.Abstract
Background: Early childhood is a critical period for language, social, emotional and behavioural development. Excessive or poorly regulated screen exposure may displace face-to-face interaction, active play and other developmentally important activities. Objective: To identify children with symptoms of virtual autism and contributing factors among mothers of preschoolers.
Methodology: A quantitative, non-experimental descriptive-analytic study was conducted among 400 mothers of preschool children aged 3–6 years. Non-probability purposive sampling method was used. Data were collected using a structured tool comprising demographic variables, a 10-item symptom assessment scale and 10 contributing-factor items. Frequency, percentage and chi-square tests were used for analysis.
Results: Of 400 children, 106 (26.5%) met the study-defined risk criterion of three or more observed symptoms and 294 (73.5%) did not. The most frequently reported symptoms were repetitive watching of the same videos (28.25%), preference for screen over people (28.0%), poor emotional response (28.0%), resistance to routine changes (26.5%), difficulty imitating actions (26.25%) and speech delay (26.0%). Among the risk group (n=106), prominent contributing factors were child irritability when screen time was stopped (80.2%), lack of awareness about screen hazards (78.3%), gadgets used during tantrums (75.5%), reduced parent–child interaction (73.6%) and gadgets used to manage behaviour (71.7%). Significant associations were found with child age, family type, mother’s education and daily screen time; gender was not significant. Conclusion: The findings highlight the importance of parent education, healthy screen routines, active play, family interaction and early developmental monitoring. The study-defined term “virtual autism” is used as a screening construct and should not be interpreted as a clinical diagnosis of autism spectrum disorder.
