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Video game use and problem behaviors in boys with autism spectrum disorders
Abstract
Children with autism spectrum disorders (ASD) have strong preferences for screen-based media, particularly video games. Although problematic video game use has been associated with behavior problems among typically developing children, the relationship between these variables has not been previously examined among children with ASD. The current study examined the relationships between aspects of video game use and problem behaviors among a sample of 169 boys (ages 8–18) with ASD. Parents reported on their children's behavioral functioning and video game habits and preferences, including the average number of hours spent playing video games per day, preferred game types (genres), and problematic (i.e., addictive) video game play patterns. The results revealed that problematic video game use was significantly correlated with inattention and oppositional behavior. Boys who played Role-Playing games had higher levels of both problematic game use and oppositional behavior. Finally, problematic game use and Role-Playing game genre were significant predictors of oppositional behavior, even when controlling for age and amount of time spent playing video games. The results highlight the clinical importance of examining video game use patterns among children with ASD, and indicate a need for future experimental and longitudinal research in this area.
... Most of the studies were conducted in Europe (n = 40). Twenty-sevenarticles describe research from North America [20, 44,45,71,72,[75][76][77]85,87,91,93,[95][96][97]99,100,103,105,106,108,111,120,123,[126][127][128]. Twelvestudies were carried out in Asia [25,33,48,53,54,56,59,64,78,81,113,118]. ...
... Amazon.jp [33,44,53,59,77,84,96,97,103,108,119]. Except for websites, gaming platforms such as Steam were also used to create game classifications [50,54,73,89]. ...
... [120]. Moreover, some studies have classified the Action-adventure genre as one [19,30,44,48,49,51,54,56,61,64,66,72,79,80,82,83,86,91,95,97,104,105,111,117,119,120,[122][123][124]129,130],some have found them separate [31,32,45,53,55,60,73,93,98,99,102,106,114,115], and some have classified them as both one genre and two separate genres [29,33,52,84,85,96,109,121] drawing further inaccuracies in the context of classifying this genre as deserving a separate distinction or not. ...
In the face of the rapid evolution of the gaming market and the puzzling overlap of genres, consistency in classification seems elusive. The purpose of the present review was to explore the classification of video game genres in the context of psychological research. The aim was to address the challenges associated with creating consistent and meaningful classifications of video game genres, considering the rapid evolution of the gaming market and recent tendency to create games that could be classified into multiple genres. We performed a search in four databases according to the PRISMA guidelines and reviewed 96 full-text papers (N = 49 909). Through our findings, we reveal how researchers strive to classify genres and the numerous complications that arise from this pursuit. In the face of these challenges, we propose alternative ways of classifying genres. Our first proposal is a new classification of video game genres based on our literature review. In our second proposal, we advocate a more detailed understanding by focusing on specific gaming mechanics, and thus we introduce the innovative concept of utilizing community-based tags, such as Steam tags, as an alternative to genres in psychological research.
... "Digital technology is considered the main facilitator in social inclusion and community living in people with disabilities" (Glumbić et al., 2022, p. 98). It has been consistently reported that children with ASD are particularly attracted by digital technologies (Mazurek and Engelhardt, 2013;Laurie et al., 2019;Scholle et al., 2020), especially screen-based media and hereby namely video games. The time that children with ASD spend with digital media typically exceeds the time invested by TD peers (Krishnan et al., 2021). ...
... Parents may generally be concerned that children with or without ASD will develop problematic behaviors because of media use. For example, a study by Mazurek and Engelhardt (2013) examined the correlation between video game use and problematic behavior in boys with ASD aged 8 to 18 years. One finding was that problematic game use and role-playing game genre were significant predictors of oppositional behavior, even after controlling for age and time spent playing video games (Mazurek and Engelhardt, 2013). ...
... For example, a study by Mazurek and Engelhardt (2013) examined the correlation between video game use and problematic behavior in boys with ASD aged 8 to 18 years. One finding was that problematic game use and role-playing game genre were significant predictors of oppositional behavior, even after controlling for age and time spent playing video games (Mazurek and Engelhardt, 2013). However, this is also debated for (apparently) TD adolescents who are the subject of media attention due to a school rampage. ...
Introduction: Digital participation might have great potential for the everyday lives of individuals with Autism Spectrum Disorder (ASD). Previous research suggests that children with ASD enjoy and favor usage of digital technologies. As informative research on this topic is still sparse, this paper makes a contribution toward a better understanding of media usage in children with ASD.
Methods: Parents of 15 boys aged 6 to 11 diagnosed with ASD in Germany were asked about their children's media usage. For comparison, parents of 78 typically developing (TD) children were surveyed online.
Results: Statistical analyses reveal no differences between boys with and without ASD in media use, frequency, and reasons for use. However, there is a significant group difference in parents' perceptions of difficulty of restricting their child's media use: Parents of children with ASD reported greater difficulties of restriction of their child's media use than parents of TD children.
Discussion: Digital media is an integral part of the daily lives of children with ASD and has the potential to increase the social inclusion of people with ASD through digital participation.
... Hence, these findings indicate that some brain mechanisms in ASD could be a possible risk factor that may lead to PVG use. Clinically, parents of children and adolescents with ASD frequently ask for guidance regarding use of video games and its potential impact on their children's functioning (Mazurek & Engelhardt, 2013b). There is emerging evidence that problematic video game use is associated with certain comorbid conditions such as anxiety, emotional blunting towards violence, social withdrawal, decreased helpfulness and lack of empathy (Gao, Weng, Zhou, & Yu, 2017;Wang, Sheng, & Wang, 2019). ...
... However, the ASD and ADHD groups did not differ from each other. In another study with 169 children with ASD, the same authors (Mazurek and Engelhardt, 2013b) found average scores of 39.9 (± 11.6) using the PVGT. A recent cross-sectional study (Paulus et al., 2020) examined the levels of GD symptoms in children and adolescents with ASD and TD peers. ...
... Two studies on adolescents with ASD indicated that they spent an average of 2.4 h per day playing video games (Kuo, Orsmond, Coster, & Cohn, 2014;Mazurek & Engelhardt, 2013b). Another study with 169 boys with ASD suggested that adolescents with in-room access to a computer spent more hours playing video games per day (average of 3.2 h) than children without in-room access to a computer (average of 2.1 h) (Engelhardt & Mazurek, 2014 engagement with video games by their children with ASD. ...
Background
In recent years, an increasing number of studies documented potential links between gaming disorders (GD; including “digital-gaming” or “video-gaming”) and Autism Spectrum Disorders (ASD). Therefore, the aim of this systematic review was to summarize current research about problematic video game (PVG) use in people with ASD and identify specific factors associated with problematic video gaming behavior.
Method
We searched for articles indexed in PubMed, Scopus, Web of Science, and EBSCOhost electronic databases; using a combination of expressions including “autism spectrum disorder” OR “autism” OR “ASD” AND “video games” OR “gaming disorder” OR “Internet Gaming Disorder” OR “game addiction”.
Results
Twelve articles were included in this systematic review. The majority of them indicate that children, adolescents and adults with ASD may be at greater risk of PVG use than youths without ASD. Findings also suggested that several internal (sex, attention and oppositional behavior problems) and external factors (social aspects, access and time spent playing video, parental rules, and game genre) were significant predictors of problematic video game use in people with ASD. In addition, this review highlights the paucity of the literature on the consequences and individual effects of excessive video gaming in people with ASD.
Conclusions
We discuss unanswered questions and future directions and provide recommendations for improving clinicians and parents’ engagement in the prevention and management of problematic video game use in people with ASD.
... Children and youth with ASD are at special risk for GD symptoms (Liu et al., 2017;Mazurek & Wenstrup, 2013;Mazurek & Engelhardt, 2013a, So et al., 2017 with a higher rate of males (Fombonne, 2003), increased playing times (Mazurek & Wenstrup, 2013;Mazurek & Engelhardt, 2013a) and preference of video games with increased addictive qualities (Elliot et al., 2012;Mazurek & Engelhardt, 2013a;Mazurek & Engelhardt, 2013b;Rehbein et al., 2010). In addition, decreased social skills (Gentile et al., 2011;Lem- Mazurek & Engelhardt, 2013a), certain qualities of screen-based media (Mineo et al., 2009;Mazurek & Wenstrup, 2013), and internet addiction are further risks (Finkenauer et al., 2012;Romano, Truzoli, Osborne, & Reed, 2014). ...
... Children and youth with ASD are at special risk for GD symptoms (Liu et al., 2017;Mazurek & Wenstrup, 2013;Mazurek & Engelhardt, 2013a, So et al., 2017 with a higher rate of males (Fombonne, 2003), increased playing times (Mazurek & Wenstrup, 2013;Mazurek & Engelhardt, 2013a) and preference of video games with increased addictive qualities (Elliot et al., 2012;Mazurek & Engelhardt, 2013a;Mazurek & Engelhardt, 2013b;Rehbein et al., 2010). In addition, decreased social skills (Gentile et al., 2011;Lem- Mazurek & Engelhardt, 2013a), certain qualities of screen-based media (Mineo et al., 2009;Mazurek & Wenstrup, 2013), and internet addiction are further risks (Finkenauer et al., 2012;Romano, Truzoli, Osborne, & Reed, 2014). ...
... Children and youth with ASD are at special risk for GD symptoms (Liu et al., 2017;Mazurek & Wenstrup, 2013;Mazurek & Engelhardt, 2013a, So et al., 2017 with a higher rate of males (Fombonne, 2003), increased playing times (Mazurek & Wenstrup, 2013;Mazurek & Engelhardt, 2013a) and preference of video games with increased addictive qualities (Elliot et al., 2012;Mazurek & Engelhardt, 2013a;Mazurek & Engelhardt, 2013b;Rehbein et al., 2010). In addition, decreased social skills (Gentile et al., 2011;Lem- Mazurek & Engelhardt, 2013a), certain qualities of screen-based media (Mineo et al., 2009;Mazurek & Wenstrup, 2013), and internet addiction are further risks (Finkenauer et al., 2012;Romano, Truzoli, Osborne, & Reed, 2014). ...
Background: This study investigates how children and adolescents with autism spectrum disorder (ASD) make use of computer gaming and computer-mediated communication (CMC) in comparison to their nonautistic peers. Method: Parents filled out a standardized questionnaire on media use, gaming disorder (GD), and CMC. Sixty-two boys with a diagnosis of ASD aged 4 to 17 years (mean = 11.5; SD = 3.2) were compared to 31 healthy control boys (mean = 11.5; SD = 3.7). Results: Children and adolescents with ASD used CMC less frequently than their nonautistic peers but played video games for longer times than the controls. They preferred playing alone rather than in company of others and less frequently in multiplayer mode. Levels of GD symptoms were higher in boys with ASD. Conclusions: Children and adolescents with ASD seem to be an especially vulnerable subpopulation for GD. For them, the gaming situation (alone and in single-player mode) and CMC behavior seem to correspond to social patterns in real life. Our findings also provide support for the inclusion of offline gaming in the GD definition.
... Interestingly, ASD participants showed a greater frequency of putative PIU compared to HCs. These data align with the present literature, which highlighted that the use of Internet in ASD patients appears to be more represented, up to its pathological consequences [118][119][120]. Indeed, recent studies have shown how a greater presence of autistic traits is associated with a greater risk of PIU [119]. ...
... In this context, the use of the Internet to undertake social relationships could appear particularly advantageous as the need to understand and reciprocate many of the verbal and nonverbal elements of communication would be eliminated [121,122,126]. Indeed, the presence of autistic traits may lead the individuals to prefer the use of the Internet for exchanges with other people, potentially resulting in a pathological use of it [59,61,118]. The use of the Internet may be used as a copying mechanism for the management of obsessive symptoms, within which the Doubting dimension constitutes a central nucleus [127,128] while simultaneously favoring the overcome of communication barriers intrinsic in individuals on the autistic spectrum, sometimes leading to the development of a PIU [59,119]. ...
Background: The link between autism spectrum disorder (ASD) and obsessive–compulsive disorder (OCD) and the complexity of their differential diagnosis has been vastly investigated. Growing attention has been paid to the presence of problematic Internet use (PIU) in autistic individuals. Studies assessing OCD traits in autistic individuals are scarce and even less take into account the role that this overlap may have on the development and maintenance of PIU. We aimed to investigate OCD features in ASD individuals and their association with autism severity and the prevalence of PIU, and the potential dimensions associated with a greater probability of PIU. Methods: a total of 46 participants with ASD and 53 controls were assessed with the Adult Autism Subthreshold Spectrum questionnaire and the Obsessive–Compulsive Spectrum—Short Version. Results: There were significantly higher OCD features in ASD participants along with important correlations between OCD and ASD dimensions and a higher prevalence of PIU in the ASD group. Participants with putative PIU reported greater scores on some ASD and OCD dimensions, the with Doubt and Non-verbal communication domains emerging as significant predictors of the presence of putative PIU. Conclusions: These results support the three-way link between ASD, OCD, and PIU, contributing to the hypothesis of a neurodevelopmental basis for those conditions.
... In autism, a systemizing cognitive style is applicable to a broad swath of domains such as collectibles (i.e., distinguishing between types of objects and collecting them), motoric (i.e., throwing a Frisbee), mechanical (i.e., taking apart objects and reassembling them), spatial (i.e., fixed interests with routes), action sequences (i.e., analyzing dance techniques), and numerical traits (i.e., solving math or logical problems) (Baron- Cohen et al., 2009)-all of which are conducive for puzzles, action, platformer, sports, and construction simulation types of video games where extensive strategizing of rule-based systems is involved. Indeed, previous studies have found that individuals with autism prefer gaming genres such as Action, Platformer, and Shooter (Mazurek and Engelhardt, 2013b;Kuo et al., 2014), all of which challenge the player's coordination, and speed in rule-based gameplay. A strong systemizing style can also involve especially high attention to details and fast sensory processing (Baron- Cohen et al., 2009), which may facilitate higher video game usage by enhancing attentional focus, reaction times, and hand-eye coordination. ...
... Furthermore, autistic traits have been associated with higher video game usage (Mazurek and Engelhardt, 2013b), and problematic video game usage (i.e., symptoms of clinical addiction to video games) Coutelle et al., 2021;Craig et al., 2021;Murray et al., 2021). Compared to neurotypicals, boys and male adolescents with ASD also play video games for longer times, prefer to play alone, and play less frequently in multiplayer mode (Paulus et al., 2019). ...
This is a collection of 21 articles published as an eBook in Frontiers in Psychology. This Research Topic aims to demonstrate that imaginative culture is an important functional part of evolved human behavior—diverse in its manifestations but unified by species-typical sets of biologically grounded motives, emotions, and cognitive dispositions. The topic encompasses four main areas of research in the evolutionary human sciences: (1) evolutionary psychology and anthropology, which have fashioned a robust model of evolved human motives organized systemically within the phases and relationships of human life history; (2) research on gene-culture coevolution, which has illuminated the mechanisms of social cognition and the transmission of cultural information; (3) the psychology of emotions and affective neuroscience, which have gained precise knowledge about the evolutionary basis and neurological character of the evolved emotions that give power to the arts, religion, and ideology; and (4) cognitive neuroscience, which has identified the Default Mode Network as the central neurological location of the human imagination. By integrating these four areas of research and by demonstrating their value in illuminating specific kinds of imaginative culture, this Research Topic aims at incorporating imaginative culture within an evolutionary conception of human nature.
... Parenting a child with ASD is a significant challenge, especially in the current technological era. Children with ASD spend more time online than TDC for a variety of reasons (Macmillan et al., 2020;Mazurek & Engelhardt, 2013). Mazurek and Wenstrup (2013) found that children with ASD spent significantly more time on video games than their neurotypical siblings. ...
... Numerous individuals with ASD show specific behavior patterns, such as restricted oral communication, social behavior deficits, and destructive conduct (Clauser et al., 2020). According to Mazurek and Engelhardt (2013), children with ASD experience more difficulties regulating their behaviors and attention spans. Additionally, children with ASD show highly rebellious behavior, inattention, and hyperactivity (Macmillan et al., 2020). ...
... In autism, a systemizing cognitive style is applicable to a broad swath of domains such as collectibles (i.e., distinguishing between types of objects and collecting them), motoric (i.e., throwing a Frisbee), mechanical (i.e., taking apart objects and reassembling them), spatial (i.e., fixed interests with routes), action sequences (i.e., analyzing dance techniques), and numerical traits (i.e., solving math or logical problems) (Baron- Cohen et al., 2009)-all of which are conducive for puzzles, action, platformer, sports, and construction simulation types of video games where extensive strategizing of rule-based systems is involved. Indeed, previous studies have found that individuals with autism prefer gaming genres such as Action, Platformer, and Shooter (Mazurek and Engelhardt, 2013b;Kuo et al., 2014), all of which challenge the player's coordination, and speed in rule-based gameplay. A strong systemizing style can also involve especially high attention to details and fast sensory processing (Baron- Cohen et al., 2009), which may facilitate higher video game usage by enhancing attentional focus, reaction times, and hand-eye coordination. ...
... Furthermore, autistic traits have been associated with higher video game usage (Mazurek and Engelhardt, 2013b), and problematic video game usage (i.e., symptoms of clinical addiction to video games) (Liu et al., 2017;Coutelle et al., 2021;Craig et al., 2021;Murray et al., 2021). Compared to neurotypicals, boys and male adolescents with ASD also play video games for longer times, prefer to play alone, and play less frequently in multiplayer mode (Paulus et al., 2019). ...
Video games are popular and ubiquitous aspects of human culture, but their relationships to psychological and neurophysiological traits have yet to be analyzed in social-evolutionary frameworks. We examined the relationships of video game usage, motivations, and preferences with autistic and schizotypal traits and two aspects of neurophysiology, reaction time and targeting time. Participants completed the Autism Quotient, Schizotypal Personality Questionnaire, a Video Game Usage Questionnaire, and two neurophysiological tasks. We tested in particular the hypotheses, motivated by theory and previous work, that: (1) participants with higher autism scores would play video games more, and participants with higher schizotypy scores would play video games less; and (2) autism and positive schizotypy would be associated with opposite patterns of video game use, preferences and motivations. Females, but not males, with higher autism scores played more video games, and exhibited evidence of relatively male-typical video game genre preferences and motivations. By contrast, positive schizotypy was associated with reduced video game use in both genders, for several measures of game use frequency. In line with previous findings, males played video game more than females did overall, preferred action video games, and exhibited faster reaction and targeting times. Females preferred Puzzle and Social Simulation games. Faster reaction and targeting times were associated with gaming motives related to skill development and building behavior. These findings show that gaming use and patterns reflect aspects of psychology, and gender, related to social cognition and imagination, as well as aspects of neurophysiology. More generally, the results suggest that video game use is notably affected by levels of autistic and schizotypal traits, and that video games may provide an evolutionarily novel medium for imaginative play in which immersive play experiences can be decoupled from social interaction.
... One such group of studies have examined this association in the context of time spent on video games (Craig et al., 2021). For instance, Mazurek and Engelhardt (2013b) found daily video game use to be positively and significantly correlated with problematic video gaming among boys (mean age 12.1 years) in the US. Likewise, Maruzek & Engelhardt (2013a) found a similar relationship between daily video game hours spent and problematic video gaming also among US boys (mean age 11.7 years). ...
... This study extends the literature on time spent online and IA. Research thus far suggested that boys with ASD spend 2.1 h daily on video or computer games and this is linked with problematic gaming usage (Maruzek & Engelhardt, 2013a, 2013b. Another study (Dong et al., 2021) found that children (mean age 39.33 months) with ASD spent 3.34 h on screen-based media (television, computers, phones etc.), longer than TD peers and this was linked with severity of ASD and developmental delay. ...
The current study examined the association between hours spent online (HOS), positive parenting, negative parenting, autism parental stress and Internet addiction among Singapore based boys and girls (aged 6 to 14 years old) with Autism Spectrum Disorder (ASD). The research participants included 59 parents (41 females and 18 males) aged between 28 and 74 years old (mean age 37.95). Results indicated HOS, negative parenting and autism parenting stress predicted 54.8% of the total variance in Child Internet Addiction scores of children with ASD. Autism parental stress was the most significant predictor explaining 25.3% of the total variance with time spent online explaining another 23.5% and negative parenting predicted 6%. Positive parenting was not found to be significant. The findings reinforce the importance of according greater consideration for the role of parents when working with such children.
... 52 (3), 2021, julio-septiembre, pp. 101-117 -111 -on such aspects as intelligence and reflexes (Stone et al., 2018;Özge, 2017;Mazurek and Engelhardt, 2013;Cano et al., 2015;Mazurek et al., 2015). ...
... In this sense, it would be of interest to reflect on whether videogames for people with ASD could in some cases enter among their restricted and/or repetitive interests, in such a way that it would not be possible to speak of obsession, but of a somewhat inflexible cognitive pattern. In these cases, videogames would be a center of specific interest, as well as a leisure activity, and they might possibly be interested in such topics as the authors, the technical sections, the graphic design, the avatars, etc. Mazurek and Engelhardt (2013), in relation with the preference that many people with ASD expressed towards videogames, considered it effective to exploit their centres of interest, both on an educational plane where technology is a powerful ally, and on a social and labour-related plane, managing to turn their interests into employment opportunities. The field of video-games should be no exception in that respect. ...
Digital leisure and specifically videogames are increasingly entrenched in all segments of society. Making appropriate use of them implies a challenge for users, families, and professionals. In the present study, the use that people with Autism Spectrum Disorders make of this sort of entertainment is specifically approached, and a series of recommendations are presented that take the characteristics of this population into account. A questionnaire was prepared ad hoc for data-collection purposes and administered to 67 people with ASD of different ages. The results reflect that videogames are a very popular type of game among people with ASD, are perceived as highly attractive and motivating and can help to lower anxiety levels. Among the undesired aspects, the physical problems arising from the use of videogames may be highlighted, and the problems of addiction and isolation that their continual use can provoke. The widespread acceptance of this type of leisure among people with ASD calls for new studies of a qualitative nature for the analysis of the relevant variables.
... Regarding video games, the most frequently reported games for boys with ASD were action games, followed by platform games (Jump ´n´ Run) and shooter games (Kuo et al. 2014;Mazurek and Engelhardt 2013a). If they favored shooter or role-playing games, boys with ASD spent more time playing video games (Mazurek and Engelhardt 2013a) and used video games more frequently in a problematic (or potentially addictive) way (Mazurek and Engelhardt 2013b). ...
... Furthermore, Mazurek and Engelhardt (2013a) observed in a cross-sectional parent survey an association between playing shooter or role-playing games and greater oppositional behavior. The authors found that the video game genre (role-playing) and problematic or addictive qualities of play were the most reliable predictors of problem behaviors. ...
In der vorliegenden kumulativen Dissertation werden das Freizeitverhalten und in diesem Zusammenhang stehende Einflüsse sowie die Freizeitmöglichkeiten autistischer Kinder und Jugendlicher untersucht. Da zum Freizeitverhalten autistischer Kinder und Jugendlicher kaum methodisch belastbare Untersuchungen aus Deutschland vorliegen, bilden sowohl die aktive als auch die passive Freizeitgestaltung ein zentrales Element in den einzelnen Studien. Es wird zunächst der Frage nachgegangen, inwieweit eine passive Freizeitgestaltung für autistische Kinder und Jugendliche eine Rolle spielt und welche funktionale Bedeutung diese hat (Studie I+II). Anschließend wird sich mit der Frage beschäftigt, ob ein Zusammenhang zwischen aktiver bzw. passiver Freizeitgestaltung und der Lebensqualität autistischer Kinder und Jugendlicher besteht, und welche Rolle Eltern dabei spielen können (Studie III). Zusätzlich wird sich näher mit den Freizeitmöglichkeiten auseinandergesetzt und der Frage nachgegangen, wie zufrieden Eltern autistischer Kinder mit den angebotenen Freizeitmöglichkeiten für ihre Kinder sind und was sie sich in diesem Zusammenhang für ihre autistischen Kinder wünschen (Studie IV). Auf Basis dieser einzelnen Studien und deren Diskussion wird sich abschließend mit der Frage auseinandergesetzt, inwieweit autistischen Kindern und Jugendlichen im Sinne der UN-Behindertenrechtskonvention (Art. 30 UN-BRK: Teilnahme am kulturellen Leben) sowie des Bundesteilhabegesetzes (§§76, 78 BTHG) eine gleichberechtigte Teilhabe in Deutschland ermöglicht wird (Studien I bis IV). Die Daten basieren auf einem Mixed-Methods-Ansatz. So wurden neben einem systematischen Review, qualitative Interviews (N = 13) sowie eine quantitative Befragung von Eltern autistischer Kinder und Jugendlicher (N = 327) durchgeführt. Insgesamt deuten die Ergebnisse der einzelnen Studien in Verbindung mit der sich anschließenden Diskussion darauf hin, dass eine gleichberechtigte Teilhabe für autistische Kinder und Jugendliche gemäß UN-BRK und BTHG im Freizeitsektor noch nicht erreicht ist. So ermöglicht eine passive Freizeitgestaltung in der untersuchten Kohorte zwar durchaus Zugänge, um spezifische Freizeitbedürfnisse zu befriedigen (z.B. Entspannung, Zugehörigkeit; Studie I+II); jedoch scheint diese im Gegensatz zur aktiven Freizeitgestaltung und der sozialen Unterstützung, die Eltern erhalten, nicht entscheidend für den Selbstwert sowie für die Lebensqualität des autistischen Kindes bzw. Jugendlichen zu sein (Studie III). Alternative Freizeitangebote stehen autistischen Kindern und Jugendlichen allerdings laut den Aussagen der befragten Eltern nur sehr begrenzt zur Verfügung (Studie IV). Mit Inkrafttreten des BTHG Ende des Jahres 2016 wurden weitere Möglichkeiten für eine gleichberechtigte Teilhabe geschaffen (z.B. Eingliederungshilfeleistungen zur sozialen Teilhabe). Es bleibt abzuwarten, wie diese in Zukunft zielführend umgesetzt werden (können).
... These youth were as young as 4.5 up to 21 years of age. All but one of the studies (Mazurek & Engelhardt, 2013a) had at least one comparison group. The most common comparison groups were typically developing children or adults; but in two studies, an additional comparison group had a diagnosis of attention-deficit hyperactivity disorder (ADHD) (Mazurek & Engelhardt, 2013b;So et al., 2017). ...
... Opposition (Mazurek & Engelhardt, 2013a) and escapism (Engelhardt et al., 2017) were also related to and believed to be predictors of PIU. Other studies of young adults with intellectual disability (Jenaro et al., 2018) and typically developing adults Laconi et al., 2017;Montag et al., 2019b) and a systematic review of 252 studies of internet gaming disorder in children and youth (Paulus et al., 2018) have also demonstrated that gaming or excessive internet use Rev J Autism Dev Disord would be ways to escape an unpleasant reality. ...
This systematic review was conducted to identify the literature examining the prevalence of problematic internet use (PIU) in individuals with autism spectrum disorder (ASD), the difference in prevalence of PIU between those with and without ASD, and the correlates of PIU in ASD. Ten studies were identified. The eight studies with comparison groups reported that individuals with ASD had more symptoms of or scored higher on PIU. Correlates of PIU included time spent online and age at which individuals first went online, as well as depression, inattention, hyperactivity, impulsivity, opposition, and escapism. Results indicate that additional research is needed to examine PIU in adults with ASD and the causal relation of factors related to PIU in ASD through longitudinal studies.
... These include a narrative about the domination of mass media over an individual with the potential to lead to isolation and addiction and a narrative about video games being the future of work, including the advent of "serious" games. Along with concerns about violence portrayed in video games, scholars outside of Games Studies have sounded the alarm for potential harm through video games such as addiction and social isolation [36,37,64]. The worry over this potential harm goes as far as including the potential for Internet Gaming Addiction (IGA) in the DSM until the most recent version [3,33]. ...
... The issue of "problematic" usage becomes especially prevalent when talking about youth and youth with autism, specifically. Clinicians call this "problematic game use" in children with autism [11,37,38]. Problematic game use is described by Mazurek and Wenstrup: ...
Much of the scholarly work for and about individuals with disabilities focused on accessibility and on disability identity. In this ethnographic study of a Minecraft community for children and youth with autism, Autcraft, I analyze community members' intersecting identities of gamer and autistic. I also describe the role of gender-identity as it impacts how youth explore and express their other identities. This work shows that autistic is only one facet of the community members' lives and that they consider themselves gamers as part of their core identity. I discuss the similarities in mainstream discourse about autism and gaming and the importance of approaching marginalized gaming communities with an intersectional lens. The contribution of this work points to how these complicated, intersecting identities affect how we, as researchers, should approach gaming communities in future work.
... Research shows that autistic children often show a pronounced inclination toward screen-based media, especially video games. Studies indicate that boys aged eight to eighteen on the autism spectrum average 2.4 hours per day gaming, based on a study of 169 individuals [11]. Barrington Campbell [12], an autistic adult, shared his thoughts about autistic people staying online: "If you are autistic, this can feel more than stressful (interacting with people face-to-face). ...
This ongoing experimental project investigates the use of Generative Image Models (GIMs) in crafting a picture book creation game designed to nurture social connections among autistic children and their neurotypical peers within a neuro-affirming environment. Moving away from traditional methods that often seek to condition neurodivergent children to socialize in prescribed ways, this project strives to cultivate a space where children can engage with one another naturally and creatively through art and storytelling, free from the pressure to adhere to standard social norms. Beyond merely "story-choosing," the research highlights the potential of GIMs to facilitate "story-creating," fostering peer social connections in a creative and structured collaborative learning experience.
... The researcher intends on investigating the effects of metaverse based emotion recognition on teenage children (13)(14)(15)(16)(17)(18)(19), who currently enjoy online games and metaverses from home. 24 These will invariably be on the autistic spectrum, given autistic teenagers are known to be heavy users of online games and metaverses, 25 being shown to enjoy them. 26 Utilising emotion within a metaverse may help improve emotion recognition in children, particularly those with autism, compared with traditional methods, [27][28][29] and building on early VR research. ...
This paper presents a novel real‐time facial feature extraction algorithm, producing a small feature set, suitable for implementing emotion recognition with online game and metaverse avatars. The algorithm aims to reduce data transmission and storage requirements, hurdles in the adoption of emotion recognition in these mediums. The early results presented show a facial emotion recognition accuracy of up to 92% on one benchmark dataset, with an overall accuracy of 77.2% across a wide range of datasets, demonstrating the early promise of the research.
... This concern is particularly true for younger individuals with developmental disabilities. For example, Mazurek and Engelhardt (9) indicated that some believe playing certain types of video game leads to certain behavioral problems, especially those with developmental disabilities such as autism spectrum disorder The reported issues range from inattention (10) and oppositional behaviors (9) to video game addictions (11,12). ...
Purpose
Over the past decades, video games have become a substantial part of the entertainment industry. While ubiquitous, video game participation remains low among people with disabilities amid potential negative effects. This article analyzes the risks and benefits that video games may present to individuals with disabilities.
Methodology
In this conceptual article, we explored the literature pertaining to video games and disability. To better understand the impact of video games on individuals with disabilities, we focused on the unique features of video games through the lens of the Self-Determination Theory.
Findings
Our findings show that individuals with disabilities are most at risk from excessive video game use, leading to increased aggression, sedentary behavior, and negative impact on academic performance. Identified benefits include promoting physical rehabilitation and psychological well-being, improving cognitive abilities and emotional regulation, and utility in promoting exercises, and managing chronic pain.
Originality
This article presents a number of strategies and resources to help guide individuals with disabilities, educators, practitioners, and researchers in maximizing the benefits of video games while controlling the risks.
... For instance, studies have found a significant association between General Internet Addiction (GIA) and both ASD [5] and ADHD [8]. Similarly, Internet Gaming Disorder (IGD) has also been associated with ASD [9] and ADHD [10]. In ASD this may be due to restricted and repetitive interests (a core symptom of ASD) leading to difficulties in disengaging from video games or time spent on the internet and therefore an addiction [11]. ...
In recent decades, studies have investigated associations between learning disorders such as Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), and the various types of internet addictions, ranging from general internet addiction (GIA) to specific internet addictions such as social media addiction (SMA) and internet gaming disorder (IGD). However, to date, no study has investigated such internet addictions among persons with dyslexia. The present study aimed to investigate whether differences exist between adults with dyslexia and controls in terms of GIA, SMA and IGD. A total of 141 adults with dyslexia and 150 controls (all UK based) were recruited. Controlling for age, gender, marital status, employment, and income levels, it was found that adults with dyslexia had higher levels of GIA and IGD compared to controls. However, these participants did not show any significant difference in terms of SMA. The results indicate that internet addictions may have a larger ambit for learning disorders beyond just ASD and ADHD and could be a hidden problem for these individuals.
... Parent surveys can also be used to study the link between technology and parental perspectives. The majority of research has focused on self-reporting by autistic teenagers and adults (Hedges et al., 2017;Adusumalli, 2019;Mazurek & Engelhardt, 2013), although a recent investigation of parent attitudes in a small sample indicated that parents were enthusiastic but lacked understanding about their children's autism (Adusumalli, 2017a;Heidary et al., 2021). In addition to external effects, parents' opinions on technology may be influenced by their children's use. ...
The data from the survey include information on individuals of varied ages and levels of ability. We found that the pattern of access and use was consistent across age groups; however, a higher level of reading and language ability was connected with the utilization of a greater number of devices and interfaces. The ability to capture variation in the ways in which autistic children use commercial technologies influences future learning and helps in the invention of new technologies. There was a correlation found between the stated fear of technology and the amount of time spent using various forms of technology. According to the findings, in order for technologies to be engaging to people, they may need to achieve a high level of design quality. These technologies were developed with therapeutic goals in mind. Children and adolescents who have autism make great use of common forms of technology for a diverse range of recreational pursuits.
... A recent review has found that autistic young people spend more time on screens, from an earlier age, than their nonautistic counterparts (Slobodin et al., 2019). There is a wealth of papers about the dangers of screen-time for autistic children and young people, finding that more time on screen-based media is associated with behavioural problems in autistic boys (Mazurek & Engelhardt, 2013), with lower levels of physical activity (Dreyer Gillette et al., 2015) and with worse sleep hygiene (Richdale & Schreck, 2019). ...
The communication skills and styles of autistic people have been the focus of much research, but little work has explored the communication preferences of autistic adults themselves. This study examined how autistic adults prefer to communicate in multiple scenarios. Two hundred and forty-five autistic adults completed a novel questionnaire that required six communication modes to be ranked in order of preference across seven different scenarios. Participants also provided qualitative responses to further explain their rankings, and completed the Autism Quotient, the Generalised Anxiety Disorder scale and the Camouflaging Autistic Traits Questionnaire. Quantitative data indicated that email ranked highly when accessing services, seeking customer support and communicating about research. When communicating with family, friends, in employment and in education, both face-to-face and written modes (email or text message) were preferred. In the qualitative data, four main themes were identified: Not the Phone, Written Communication, Masking versus Autistic Communication and Avoiding Communication. There is a clear message that mode of communication can be either enabling or disabling for autistic people. A reliance on phone calls can create barriers to access, yet the option to adopt written forms of communication can improve accessibility. For known connections, the preference for face-to-face communication is dependent upon how close and accepting the relationship is.
Lay abstract
What is already known about the topic?
There has been a lot of research into things like how autistic people’s communication styles are different to those of non-autistic people, especially among children. This has tended to focus on parent reports and experiments, rather than asking autistic people about their own experiences and preferences regarding communication.
What does this article add?
This article is the first to ask autistic adults how they prefer to communicate in different scenarios. We asked whether they preferred to use a range of methods, such email, phone calls, letters and live messaging, in scenarios from education to customer services to friends and family. When contacting unknown people or organisations, we found that generally email was preferred, and phone calls were very unpopular. However, for friends, family and people they felt comfortable with, they preferred both face-to-face and written forms of communication (e.g. email and text message).
Implications for practice, research or policy
The findings suggest that services should move away from a reliance on phone calls for communication. They should make sure that access to support is not dependent on the phone, and instead offer written options such as email and live messaging which are more accessible. Future research should investigate the impact of COVID-19 on autistic people’s communication preferences, as video calling has become much more commonly used and potentially combines benefits and challenges of other modes discussed in this article.
... We draw from disability studies for perspectives such as Milton's and rich descriptions of lived experiences of autistic individuals, especially adults. These perspectives expand our understanding of autistic adults beyond research typically focusing on autistic children in psychology, education, and human-computer interaction (HCI) research (with notable HCI research exceptions including [9,12,37,55,96]). Next, we describe affective computing used in the autism domain. ...
One of the grand challenges of artificial intelligence and affective computing is for technology to become emotionally-aware and thus, more human-like. Modeling human emotions is particularly complicated when we consider the lived experiences of people who are on the autism spectrum. To understand the emotional experiences of autistic adults and their attitudes towards common representations of emotions, we deployed a context study as the first phase of a Grounded Design research project. Based on community observations and interviews, this work contributes empirical evidence of how the emotional experiences of autistic adults are entangled with social interactions as well as the processing of sensory inputs. We learned that (1) the emotional experiences of autistic adults are embodied and co-constructed within the context of physical environments, social relationships, and technology use, and (2) conventional approaches to visually representing emotion in affective education and computing systems fail to accurately represent the experiences and perceptions of autistic adults. We contribute a social-emotional-sensory design map to guide designers in creating more diverse and nuanced affective computing interfaces that are enriched by accounting for neurodivergent users.
... With the rapid development of technology, videogames are successfully marketed to and easily obtained by young children. A growing number of studies have expressed concerns regarding the effects of videogame use on children's behavior and mental health; in particular, problematic gaming can increase the likelihood of aggressive and violent behavior, or cause depression and attention problems (Mazurek and Engelhardt 2013;Tortolero et al. 2014;Lobel et al. 2017). The association between children's problematic behavior and parenting styles has also been discussed (Aunola and Nurmi 2005). ...
A growing number of studies have been focusing on the impact of videogame use on children’s psychology and behaviors. This study contributes by examining the relationships between videogaming status, parenting styles, and problematic behaviors. We used bivariate correlations to analyze a cross-sectional sample of 728 young children (3–5 years old) recruited from different regions (urban, town, and rural) in two large Chinese cities. The results revealed that young children’s average and longest videogaming time per week and the parenting styles they encountered were significantly correlated with their problematic behaviors. A series of linear regressions were then conducted to further investigate how different dimensions of videogame use and different parenting styles affect problematic behavior. The results highlight the critical importance of examining the relationships among these three factors in family contexts.
... Children with ASD are highly attracted to screens [19][20][21]. They are exposed to more screen time than typically developing children -they watch more TV, play more computer games, engage more with cell phones, and spend more time on the Internet. ...
Background:
Research is increasingly raising concerns regarding the negative consequences of children's use of screens.
Summary:
This article reviews the literature on the benefits and risks of screen time with attention to explaining possible reasons that children with autism are more at risk for the negative effects of screen time. Based on the science of learning literature, a framework for choosing appropriate digital media for children with autism is described. The 3-component framework considers the characteristics of the child, the context in which digital media are used, and the content of the media. Key Message: Using the framework, the speech-language pathologist will be better able to select appropriate digital media content for children with autism that is engaging (while not being distracting), encourages the child to be actively involved with the media, is meaningful in the child's life, and incorporates social interactions with others.
... Moreover, the number of types and platforms of video games has increased dramatically (Entertainment Software Association, 2017), enabling video games to reach a much wider population than might be assumed. Along these lines, although there has been much interest in the gaming habits of adolescent boys (e.g., Bijvank, Konijn, & Bushman, 2012;Konijn, Nije Bijvank, & Bushman, 2007;Mazurek & Engelhardt, 2013) and the notion that this population is the most affected by gaming is prevalent, the average age of a gamer is actually 35 years, with 41% of the gaming population being women (Entertainment Software Association, 2017). ...
Video games are a source of entertainment for a wide population and have varied effects on well-being. The purpose of this article is to comprehensively examine game-play research to identify the factors that contribute to these disparate well-being outcomes and to highlight the potential positive effects. On the basis of existing literature, we argue that the effects of gaming on well-being are moderated by other variables, such as motivations for gaming and video-game characteristics. Specifically, the inclusion of social activity can benefit prosocial behaviors and affect the relationship between violent video games and aggression that some studies have demonstrated. Moreover, the research on the relationship between violent video games and aggression depends greatly on individual and sociocontextual variables outside of game play. The inclusion of physical activity in games can provide an improvement in physical health with high levels of enjoyment, potentially increasing adherence rates. Overall, following our review, we determined that the effects of gaming on well-being are moderated by and depend on the motivation for gaming, outside variables, the presence of violence, social interaction, and physical activity. Thus, we argue that there is potential for an “optimal gaming profile” that can be used in the future for both academic- and industry-related research.
It is known that children with special educational needs (i.e., with physical and or cognitive disabilities, and or conduct or social-emotional disorders) are more at risk for problems resulting from media use at home. Yet, how professionals in special needs education (SNE) deal with these media related problems by their students at school has received little attention. To fill this gap 19 professionals affiliated to 3 primary SNE-schools in the Netherlands were interviewed. At these SNE-schools that addressed children between 4 to 12 years old requiring additional support and adaptive pedagogical methods we explored (a) which online risks and benefits professionals encounter from the kind of media their students use, (b) which children are deemed most vulnerable, (c) how professionals deal with students’ online problems when they manifest themselves in school, and (d) what professionals need to address these situations effectively. Qualitative content analysis using Boeije’s approach of open, axial, and selective coding was applied to the interview data and revealed that, in accordance with former research, the interviewed professionals mainly saw problems like compulsive gaming, watching and playing (too) violent movies and games, and online arguing and bullying. To a lesser extent their SNE-students also received or sent sexual messages or materials. These problems were typically associated with the students’ gender, social-emotional or cognitive limitations and conduct disorders. Moreover, professionals also mentioned that the absence of consistent and involved parenting at home highly contributed to children’s problematic media use. Professionals found it difficult to solve or prevent problem-related media use that often had started outside of the school. They lacked knowledge about children and media-effects, appropriate media-literacy lessons, structural support from the schools’ management, and knowledge how to involve parents. A customized approach that goes beyond the school borders apparently is needed.
Social gaming—online gameplay involving digital interactions with others—is a common form of social media use among adolescents. Research on this topic has neglected the social aspect of gaming and the potential role of social gaming in adolescent development. In this article, we define social gaming, drawing on interdisciplinary theories to clarify how it is both similar to and distinct from the app‐based social media platforms that have received more research attention. We outline how social gaming may be uniquely rewarding and influential for adolescents, given three key features of adolescent development: peer relationships, identity development, and neurobiological development. We address how individual differences—including those related to social identities, neurobiology, and pre‐existing social skills—may shape social gaming experiences and related outcomes. We conclude with a call for more work on how social gaming influences adolescent development and an agenda for researchers.
Factors associated with externalizing challenging behaviour in children and adolescents with ASD: a systematic review Autism spectrum disorder (ASD) is a neurodevelopmental syndrome with a high prevalence of comorbid challenging behaviours. Externalizing challenging behaviours are known to have a negative prognostic impact on children with ASD and their caregivers. Studies have shown several risk factors for externalizing challenging behaviours in the typically developing population. Less is known about the risk factors for children with ASD. The databases PubMed, Embase and Web of Science Core Collection were systematically searched. A systematic analysis of the selected articles was performed. A total of 95 studies were found. Despite the multitude of withheld articles, only a few factors showed to be clearly associated with externalizing challenging behaviour in children with ASD. The studies in this review mainly investigate cross-sectional and some prognostic associations, and often find conflicting results. Consequently, the authors cannot make strong statements about possible direct causal relationships of the studied factors with externalising behavioural problems. Nevertheless, they emphasize some possible implications for clinical practice. First, more attention should be paid to the adaptive skills of children with ASD. In addition, they underline the importance of systematic screening regarding the severity of the rigidity, encouraging flexibility and learning to cope with change. Furthermore, it is crucial to diagnose and treat ADHD and sleep disorders. Finally, the results mark the importance of early detection and intervention of contextual factors.
This study aims to examine the relationship between screen-based media use and autistic features. The present study involved 207 parents of Indonesian children 4-6 years old and 10-12 years old. Parents completed several questionnaires addressing children screen-based activities and level of autistic traits. The questionnaires are: (1) a screen-based media survey; (2) Empathizing-Systemizing Quotients (EQ-SQ Child); and (3) The Autism Spectrum Quotient (AQ-Child). An online survey was utilized to collect all study data. The results showed that children spent more than four hours on average per day with media use. The regression analysis indicated that total time spent by children on media use shows a positive correlation with systemizing. The total time spent by children on media use also positively correlated with the extreme male brain condition. The total time spent on screen-based media use did not significantly contribute to explaining the variance of empathizing. However, empathizing is negatively correlated with time devoted in watching activities (television, videos, and movies) and playing video games. The more children spend time playing in video games, the more the autism quotient (AQ) score increases. Finally, the current study provides empirical evidence for a relation of screen-based media use and autistic features in children. The findings suggest that the duration of screen-time are significant predictors of systemizing and extreme male behavior, albeit the significance for empathizing depends on the type of media. The results highlight the clinical importance of examining screen-based media use among children. Studi ini bertujuan untuk menguji hubungan antara penggunaan media berbasis layar dengan karakteristik autisme. Studi ini melibatkan 207 orang tua di Indonesia yang memiliki anak berusia 4-6 tahun dan 10-12 tahun. Orang tua menyelesaikan beberapa survei secara daring. Kuesioner tersebut terdiri dari: (1) survei mengenai durasi penggunaan media berbasis layar pada anak; (2) skala Empathizing-Systemizing Quotient (EQ-SQ Child); dan (3) skala Autism Spectrum Quotient (AQ-Child). Hasil studi menunjukkan bahwa anak menghabiskan waktu secara rerata lebih dari empat jam per hari dengan penggunaan media. Analisis regresi menunjukkan bahwa durasi total penggunaan media berkorelasi positif dengan tingkat sistemisasi anak dan extreme male brain behavior, namun tidak berkontribusi secara signifikan dalam menjelaskan tingkat empati anak. Tingkat empati secara spesifik berkorelasi negatif dengan waktu yang digunakan untuk aktivitas menonton (televisi, video, dan film) dan bermain video game. Semakin lama durasi anak bermain video game, maka skor autism quotient (AQ) juga meningkat. Dengan demikian, studi ini memberikan bukti empiris mengenai hubungan penggunaan media berbasis layar dengan karakteristik autisme pada anak. Durasi penggunaan media berbasis layar adalah prediktor yang siginifikan untuk tingkat sistemasi dan extreme male brain behavior, sedangkan tingkat berempati anak lebih dipengaruhi oleh jenis media. Hasil studi ini menyoroti pentingnya memperhatikan dampak dari penggunaan media berbasis layar pada anak.
Autistic youth engage in higher levels of screen time and are more likely to experience mental health problems than their typically developing peers; however, few studies have investigated a potential relationship between daily screen time hours and mental health in autistic youth. This study examined the relations among daily screen time hours and commonly co-occurring psychopathology (i.e., anxiety, depression, conduct/behavioral problems, and attention-deficit/hyperactivity disorder [ADHD]) in autistic youth utilizing data from the 2018–2019 National Survey of Children’s Health. Results indicated screen time was significantly related to conduct problems; however, contrary to findings from studies with neurotypical samples, screen time was not significantly related to anxiety, depression, or ADHD diagnoses in autistic children and adolescents.
Resilience is an individual's ability to survive adversity and bounce back from problems experienced by the individual. Mothers who have children with ASD experience a hefty burden in caring for and nurturing their children in their daily lives. Thus, mothers of children with ASD need high resilience to have a balanced life. This paper will explain the impact of ASD on mothers' daily activities and the various factors that impact the resilience of mothers of children with ASD. Furthermore, various factors impact the resilience of mothers of children with ASD, such as acceptance, family support, social support, internal resources, and external resources, as well as the challenges of building the resilience of mothers of children with ASD in the future discussed.
Characteristics of autism spectrum disorder (ASD) could lead individuals with ASD to spend large amounts of time on internet and potentially becoming addicted. Sixty-five individuals with ASD (mean age = 23.77, SD = 4.3) completed an online survey measuring compulsive internet use and gaming disorder. Six participants (9.3%) had problematic internet use, while only two (3%) scored above cut-off for gaming disorder. Exploratory analyses found no differences according to gender, age, employment or co-occurring diagnoses of anxiety, ADHD or depression. Our data suggest that problematic internet could be more frequent than gaming disorder in Canadian young adults with autism and that these issues should be investigated further.
The Internet has a significant role in communication, learning, entertainment, keeping informed, and other aspects of modern life. However, along with the development of digital technologies and the Internet expansion, various forms of its problematic use have emerged, especially among children and adolescents. People with autism spectrum disorder (ASD) are particularly vulnerable to the adverse effects of inappropriate use of electronic media. Numerous research studies show that participants with autism are at greater risk of problematic Internet use, both generally and in specific manifestations such as a gaming disorder. They are often victims of cyberbullying, which requires serious preventive work since online victimization of people with ASD is associated with anxiety, depression, and even suicidal behavior. Although rarely, some people with autism take part in cybercrime. Comorbid attention-deficit hyperactivity disorder (ADHD) and psychotic manifestations are considered predisposing factors of cybercrime. At present, most studies dealing with the negative effects of Internet use in people with ASD use a cross-sectional design, and their samples mainly include children and adolescents with high-functioning autism (HFA). There is a noticeable lack of longitudinal studies on participants of different ages and functioning levels, as well as research on intervention effects in various areas of inappropriate digital technology use.KeywordsAddictionGaming disorderCyberbullyingCybercrime
We used parent report data to investigate video game playing, aggression, and social impairment in adolescents with autism spectrum disorder. Parents of autistic adolescents were more likely to report that their child plays video games as a hobby compared to parents of adolescents with typical development and also reported that their children spent more time playing video games. For autistic participants, we found no differences in aggression levels or social impairment when comparing players versus non-players. However, playing video games “more than average,” as compared to “average” was associated with greater aggression and greater social impairment on “awareness” and “mannerisms” subscales. Future studies should focus on how type of video game(s) played is associated with these clinically important variables.
Les jeux vidéo sont aujourd’hui reconnus par de nombreux cliniciens et chercheurs comme des outils très pertinents dans la prise en charge des enfants et des adolescents. Le présent article a pour objectif de s’inscrire dans la continuité de ces travaux, en cherchant plus précisément à se focaliser sur l’intérêt du médium vidéoludique dans le cadre de la rencontre avec les jeunes souffrant d’un trouble autistique. Ainsi, à travers le récit du début d’une prise en charge psychothérapique individuelle d’un adolescent présentant un autisme de haut niveau, il cherchera à expliquer en quoi le jeu vidéo semble bien être un outil de médiation thérapeutique accompagnant le sujet vers une augmentation de ses interactions avec le thérapeute, offrant au sujet autiste une possibilité de faciliter la mise en relation avec un autre, l’accompagnant vers une possible rencontre intersubjective.
Background
According to DSM-5 criteria, Autism spectrum disorder (ASD) is a neurodevelopmental condition characterized by deficiencies in social communication and interaction along with the presence of restrictive and repetitive patterns of behavior. Few studies have explored the prevalence of behavioral addiction in individuals with ASD. Since addiction and ASD share common characteristics, individuals with ASD may be more vulnerable to addictive behaviors. Some typical behavioral addictions include internet, gaming, and gambling addiction. While most previous studies on ASD and addiction have looked at chemical addiction, behavioral addiction has not been thoroughly studied to date.
Aims
The objective of this study was to investigate the presence of behavioral addiction among individuals diagnosed with autism spectrum disorder.
Methods and procedures
A systematic literature search of five databases was conducted in accordance with the PRISMA guidelines. Search results were reviewed for the predetermined inclusion criteria independently by two authors.
Outcomes and results
The search yielded 539 publications after the removal of duplicates. 61 met the inclusion criteria for title and abstract review. Full texts were reviewed resulting in an additional 31 being removed. The remaining 30 included 4 case reports and 26 original studies. Results included 27 studies that found a positive correlation (15 of significance, 12 of unknown significance) between a behavioral addiction and either ASD or Autistic traits, 1 found a significant negative correlation, 3 did not find a correlation.
Conclusions and implications
This review is inconclusive about links between ASD and behavioral addictions. While a vast majority of studies show a positive correlation, many do not provide the statistical analysis to show if the correlations are significant. In addition, a positive correlation between ASD and behavioral addiction is observed in the presence of comorbid mental health conditions in many of the studies. Further research with proper controls and statistical analysis is needed to determine whether the development of behavioral addiction is directly influenced by ASD or if the presence of a comorbid mental health condition is the true cause.
The study aimed to validate the self-designed Chinese Young Children’s Video-gaming Questionnaire (CVQ). The original CVQ consisted of 34 items. Eight hundred and nineteen (819) young children aged 3 to 6 years old from different parts of China were enrolled in this research. An exploratory factor analysis was undertaken on a random sample of half of the completed surveys, with eight items dropped afterwards. A confirmatory factor analysis was run on the other half of the original sample using structural equation modeling. Examination of the fit indices indicated that the model came close to fitting the data, with goodness-of-fit coefficients just below recommended levels. A second model was analyzed using the same four factors with 25 items and the results suggested that Model 2 fit the data well. These results led to a refined, shortened version of the CVQ. Future research is needed to see if this model would fit other samples in China and other countries.
The use of video games as a therapeutic intervention for children with Autism Spectrum Disorders (ASD) has steadily increased over the past years. Children with ASD tend to show a great interest in and affinity for playing video games for leisure. This chapter explores how researchers have sought to determine if this inherent motivation could be utilized to assist children with autism spectrum disorders in increasing beneficial skills needed for daily life. Video games have, therefore, been used to assist these children in improving social competence for communicative purposes, improve executive functioning skills, and increase a variety of personal performance skills. Although the variety of research studies in this subject area is expanding, there continues to be a lack of empirical research in this area, and small sample numbers of participants in the majority of the existing research. A lack of longitudinal studies, moreover, is problematic as the studies cannot demonstrate if a learned and mastered skill on a video game can carryover and transfer from the video gaming setting to everyday activities.
Background:
Interventions with active video games (AVGs) can promote physical activity (PA) and health and are compatible with a school setting. The needs of children with intellectual disability (ID) in this area have been neglected.
Methods:
A two-arm trial was conducted among 203 students with intellectual disability. The intervention group was prescribed a 12-week intervention with AVG. The control group continued with usual PA.
Results:
Children's BOT-2 short-form score increased in both the intervention and control groups. However, the AVG intervention had no statistically significant effect on children's body composition, PA and motor proficiency overall, or in analyses of subgroups based on age, body weight and comorbid autism.
Conclusion:
Active video game intervention had no marked effect on body composition, PA and motor proficiency in children with intellectual disability. The reasons for the lack of effectivity of the intervention are discussed; these may provide better guidelines for future AVG intervention in children with intellectual disability.
Keywords: children, identity, video games, subjective experience, socialisation, family, power negotiation.
Topic: Identities in Consumer Culture.
Purpose: This paper investigates children's experience as consumers of video games and associated digital communication technology, and the role this plays in their evolving identity strategies.
Research design: Qualitative depth interviews and discussion groups with a convenience sample of 22 children of both genders aged 6-12, parents and video games company executives in the South West of the UK. The fully transcribed data sets amounting to some 27,000 words were analysed using discourse analysis.
Findings: The findings revealed the heightened importance knowledge of video games plays in children's strategies for negotiating their nascent sense of identity with regard to peer groups, family relationships, and gender identity. Video games were not only a leisure activity but also a shared cultural resource that mediated personal and family relationships.
Research Limitations: The study is based on an interpretive analysis of data sets from a small convenience sample, and therefore is not statistically generalisable.
Social implications: The study hints at the extent to which access to video games and associated digital communications technology has changed children's experience of childhood and integrated them into the adult world in ways not available to previous generations.
Originality/Value: This research addresses a gap in the field by drawing on children's own articulations of their experience as video games consumers to engage with wider issues of relationships and self-identity.
There is an absence of research into online friendships and video gaming activities of students with autism spectrum disorder (ASD). In this article we describe how friendships of students with ASD were developed in an online multiplayer context using the popular sandbox game, Minecraft. Multimodal analysis of the data demonstrated that online multiplayer gaming supported students’ use of speech to engage in conversations about their friendships, and to share gaming experiences with their offline and online friends. Online gaming enabled students to visually gather information about their friends’ online status and activities, and to engage in the creative and adventurous use of virtual images and material representations with friends. Despite the benefits for friendships, students with ASD experienced difficulties in friendships in multimodal ways. Notably, students engaged in verbal disagreements about video gaming discourses, sought out activities associated with the themes of death and damage using written text, and tended to dominate shared creations of virtual images and their representation. The findings have implications to better support the friendships of students through inclusive literacy practices online.
The present study examined the associations between cyberbullying involvement and sociodemographic characteristics, autistic social impairment and attention-deficit/hyperactivity disorder and oppositional defiant disorder (ODD) symptoms in 219 adolescents with high-functioning autism spectrum disorder (ASD). Moreover, the associations between cyberbullying involvement and depression, anxiety, and suicidality were also examined. Adolescents self-reported higher rates of being a victim or perpetrator of cyberbullying than were reported by their parents. Increased age and had more severe ODD symptoms were significantly associated with being victims or perpetrators of cyberbullying. Being a victim but not a perpetrator of cyberbullying was significantly associated with depression, anxiety, and suicidality. Cyberbullying victimization and perpetration should be routinely surveyed in adolescents with high-functioning ASD.
Social cognitive development in humans is grounded on a set of "hardwired" skills that enable children to (1) pay attention to relevant aspects of the environment in order to make sense of other people's behaviour (2) incorporate the actions they observe into their own behavioural repertoire (i.e., social learning). This phenomenon, which allows individuals to take advantage of other people's knowledge and avoid the costs of trial-and-error learning, are likely to reflect the interplay of uniquely human socialcognitive biases (e.g., drive to orient attention toward other people) and higher-level cognitive processes (e.g., strategic selection of what to imitate). Difficulties in understanding and imitating others' actions, as well as difficulties in learning, are frequently documented in children with autism, a neurodevelopmental disorder characterized, by multiple deficits in the areas of social communication, and reciprocity and by behavioural rigidity. A set of recent experimental studies based on the eye-tracking technologies (Vivanti, McCormick, Young, Abucayan, Hatt, Nadig et al., 2011; Vivanti, Nadig, Ozonoff, & Rogers, 2008) provide us with new insight on the nature of imitative learning and its disruption in children with autism. In particular, mechanisms such as joint attention, gaze following and "reading" referential cues appear to be crucially involved in the ability to understand, predict and copy others' actions. We will discuss these find-ings and their relevance for clinical practice, future research and theoretical debate on the neurocognitive mechanisms subserving social learning in children with and without autism.
Maternal ratings of explosiveness, opposition, and aggression were analyzed in 1609 children 6–16 years of age. Behavior problems were common in autism, ADHD-Combined type, and depression, whereas children with ADHD-Inattentive type, anxiety disorder, and acquired brain injury did not differ from typical controls. More than 40% of children with autism, ADHD-Combined type, and depression met criteria for oppositional-defiant disorder (ODD), and less than 15% did in the other groups. Male gender and low SES increased the risk of behavior problems, but correlations were small between behavior problems and age and IQ. Our findings have implications for new DSM-V diagnostic categories and criteria. The DSM-V needs to clarify whether or not an additional diagnosis of ODD should be made in children with autism who meet ODD criteria. The proposed DSM-V states that ADHD and temper dysregulation disorder with dysphoria not be diagnosed in autism, but does not mention ODD. Our study also suggests that diagnoses of temper dysregulation disorder with dysphoria and prepubertal bipolar disorder may be redundant to a diagnosis of ODD.
Objective: To assess the overlap between Pervasive Developmental Disorder (PDD) and Attention-Deficit/Hyperactivity Disorder (ADHD) in a consecutive sample of referred youth. We hypothesized that children with PDD plus ADHD-like symptoms would have a symptom profile similar to ADHD children.
Method: Subjects were consecutively referred children meeting DSM-III-R criteria for PDD with (PDD+ADHD, N = 50) and without (PDD, N= 10) ADHD-like symptoms and ADHD without PDD (ADHD, N= 105). All subjects were comprehensively assessed with structured diagnostic interviews.
Results: Clinical characteristics of PDD were similar in those PDD children who did and who did not have ADHD, and ADHD features were very similar in ADHD children with and without PDD.
Conclusion: These results suggest that children with PDD with concomitant symptoms of inattention, hyperactivity and impulsivity may have true comorbid ADHD. If confirmed, these findings challenge the exclusionary criteria for the diagnosis of ADHD in PDD youth.
The present study examines video game playing as it relates to attention problems and impulsiveness in a sample of 3,034 children and adolescents from Singapore measured over 3 years. Consistent with previous research, those who spend more time playing video games subsequently have more attention problems, even when earlier attention problems, sex, age, race, and socioeconomic status are statistically controlled. Violent content may have a unique effect on attention problems and impulsiveness, but total time spent with video games appears to be a more consistent predictor. Individuals who are more impulsive or have more attention problems subsequently spend more time playing video games, even when initial video game playing is statistically controlled, suggesting bidirectional causality between video game playing and attention problems/impulsiveness. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research on human aggression has progressed to a point at which a unifying framework is needed. Major domain-limited theories of aggression include cognitive neoassociation, social learning, social interaction, script, and excitation transfer theories. Using the general aggression model (GAM), this review posits cognition, affect, and arousal to mediate the effects of situational and personological variables on aggression. The review also organizes recent theories of the development and persistence of aggressive personality. Personality is conceptualized as a set of stable knowledge structures that individuals use to interpret events in their social world and to guide their behavior. In addition to organizing what is already known about human aggression, this review, using the GAM framework, also serves the heuristic function of suggesting what research is needed to fill in theoretical gaps and can be used to create and test interventions for reducing aggression.
Research has estimated that between 6 to 13% of individuals who play video games do so excessively. However, the methods and
definitions used to identify “problem” video game players often vary considerably. This research presents preliminary validation
data for a new measure of problematic video game play called the Problem Video Game Playing Test (PVGT). Two studies were
conducted: an online survey of 373 university student video game players, and a paper-and-pencil survey of 416 video game
players from video game outlets and LAN businesses. This paper presents the internal consistency, score distribution, convergent
validity and dimensionality of the PVGT. The PVGT demonstrates potential as a continuous measure of problem video game playing.
Future research should investigate the use of the PVGT as a clinical instrument for screening individuals whose video game
playing may be considered excessive or personally detrimental.
KeywordsProblem video game play–Measurement tool–Scale validation
The research literature suggests that the structural characteristics of video games may play a considerable role in the initiation,
development and maintenance of problematic video game playing. The present study investigated the role of structural characteristics
in video game playing behaviour within a sample of 421 video game players aged between 14 and 57years. Players were surveyed
via an online questionnaire containing measures of video game playing behaviour, player interaction with structural characteristics
of video games, and problematic involvement in video games. The results showed that the reward and punishment features, such
as earning points, finding rare game items, and fast loading times, were rated among the most enjoyable and important aspects
of video game playing. There was some evidence that certain structural characteristics were stronger predictors of problematic
involvement in video games than factors such as gender, age, and time spent playing. This research supports the notion that
some structural characteristics in video games may play a significant role in influencing problem playing behaviour. Implications
for theory and future research are discussed.
KeywordsProblem video game play–Structural characteristics
Anecdotal reports indicate that individuals with autism spectrum disorders (ASD) are often preoccupied with television, computers, and video games (screen-based media). However, few studies have examined this issue. The current study examined screen-based media use among a large, nationally representative sample of youths participating in the National Longitudinal Transition Study-2 (NLTS2). The majority of youths with ASD (64.2%) spent most of their free time using non-social media (television, video games), while only 13.2% spent time on social media (email, internet chatting). Compared with other disability groups (speech/language impairments, learning disabilities, intellectual disabilities), rates of non-social media use were higher among the ASD group, and rates of social media use were lower. Demographic and symptom-specific correlates were also examined.
This study explores the daily lives, particularly discretionary time, of adolescents with an autism spectrum disorder (ASD). We describe the activities and activity partners of adolescents, the factors associated with their discretionary time use, and the impact of time use on their autism symptoms. Mothers of 103 adolescents with an ASD completed two 24-hour time diaries to describe their adolescent’s activity participation during the third wave of a longitudinal study. Adolescents with an ASD spent considerable time in discretionary activities, with watching television and using a computer as the most frequent activities. They most frequently spent discretionary time alone or with their mothers. They spent little time engaged in conversations or doing activities with peers. Age, gender, the presence of intellectual disability, severity of autism symptoms and maladaptive behaviors, the number of siblings, maternal education, marital status, and family income were associated with adolescent time use. Notably, greater time spent in conversation and reading predicted future decreases in severity of social impairment. The way that adolescents with an ASD spend their free time may have implications for their development and the course of their autism symptoms.
We aimed to measure the prevalence and length of the problem of pathological video gaming or Internet use, to identify risk and protective factors, to determine whether pathological gaming is a primary or secondary problem, and to identify outcomes for individuals who become or stop being pathological gamers.
A 2-year, longitudinal, panel study was performed with a general elementary and secondary school population in Singapore, including 3034 children in grades 3 (N = 743), 4 (N = 711), 7 (N = 916), and 8 (N = 664). Several hypothesized risk and protective factors for developing or overcoming pathological gaming were measured, including weekly amount of game play, impulsivity, social competence, depression, social phobia, anxiety, and school performance.
The prevalence of pathological gaming was similar to that in other countries (∼9%). Greater amounts of gaming, lower social competence, and greater impulsivity seemed to act as risk factors for becoming pathological gamers, whereas depression, anxiety, social phobias, and lower school performance seemed to act as outcomes of pathological gaming.
This study adds important information to the discussion about whether video game "addiction" is similar to other addictive behaviors, demonstrating that it can last for years and is not solely a symptom of comorbid disorders.
The prevalence of and risk factors for aggression were examined in 1,380 children and adolescents with autism spectrum disorders (ASD). Prevalence was high, with parents reporting that 68% had demonstrated aggression to a caregiver and 49% to non-caregivers. Overall, aggression was not associated with clinician observed severity of ASD symptoms, intellectual functioning, gender, marital status, parental educational level, or aspects of communication. Individuals who are younger, come from a higher income family, have more parent reported social/communication problems, or engage in repetitive behaviors were more likely to demonstrate aggression. Given the significant impact of aggression on individual and family outcomes, it is hoped that this knowledge will inform more targeted intervention efforts.
Television viewing has been associated with greater subsequent attention problems in children. Few studies have examined the possibility of a similar association between video games and attention problems, and none of these has used a longitudinal design.
A sample of 1323 middle childhood participants were assessed during a 13-month period by parent- and child-reported television and video game exposure as well as teacher-reported attention problems. Another sample of 210 late adolescent/early adult participants provided self-reports of television exposure, video game exposure, and attention problems.
Exposure to television and video games was associated with greater attention problems. The association of television and video games to attention problems in the middle childhood sample remained significant when earlier attention problems and gender were statistically controlled. The associations of screen media and attention problems were similar across media type (television or video games) and age (middle childhood or late adolescent/early adult).
Viewing television and playing video games each are associated with increased subsequent attention problems in childhood. It seems that a similar association among television, video games, and attention problems exists in late adolescence and early adulthood. Research on potential risk factors for attention problems should be expanded to include video games in addition to television.
In this article, results of a German nationwide survey (KFN schools survey 2007/2008) are presented. The controlled sample of 44,610 male and female ninth-graders was carried out in 2007 and 2008 by the Criminological Research Institute of Lower Saxony (KFN). According to a newly developed screening instrument (KFN-CSAS-II), which was presented to every third juvenile participant (N = 15,168), 3% of the male and 0.3% of the female students are diagnosed as dependent on video games. The data indicate a clear dividing line between extensive gaming and video game dependency (VGD) as a clinically relevant phenomenon. VGD is accompanied by increased levels of psychological and social stress in the form of lower school achievement, increased truancy, reduced sleep time, limited leisure activities, and increased thoughts of committing suicide. In addition, it becomes evident that personal risk factors are crucial for VGD. The findings indicate the necessity of additional research as well as the respective measures in the field of health care policies.
While strong familial evidence supports a substantial genetic contribution to the etiology of autism spectrum disorders (ASD), specific genetic abnormalities have been identified in only a small minority of all cases. In order to comprehensively delineate the genetic components of autism including the identification of rare and common variants, overall sample sizes an order of magnitude larger than those currently under study are critically needed. This will require rapid and scalable subject assessment paradigms that obviate clinic-based time-intensive behavioral phenotyping, which is a rate-limiting step. Here, we test the accuracy of a web-based approach to autism phenotyping implemented within the Interactive Autism Network (IAN). Families who were registered with the IAN and resided near one of the three study sites were eligible for the study. One hundred seven children ascertained from this pool who were verbal, age 4-17 years, and had Social Communication Questionnaire (SCQ) scores > or =12 (a profile that characterizes a majority of ASD-affected children in IAN) underwent a clinical confirmation battery. One hundred five of the 107 children were ASD positive (98%) by clinician's best estimate. One hundred four of these individuals (99%) were ASD positive by developmental history using the Autism Diagnostic Interview-Revised (ADI-R) and 97 (93%) were positive for ASD by developmental history and direct observational assessment (Autism Diagnostic Observational Schedule or expert clinician observation). These data support the reliability and feasibility of the IAN-implemented parent-report paradigms for the ascertainment of clinical ASD for large-scale genetic research.
Studies have shown that pathological involvement with computer or video games is related to excessive gaming binges and aggressive behavior. Our aims for this study were to longitudinally examine if pathological gaming leads to increasingly excessive gaming habits, and how pathological gaming may cause an increase in physical aggression. For this purpose, we conducted a two-wave panel study among 851 Dutch adolescents (49% female) of which 540 played games (30% female). Our analyses indicated that higher levels of pathological gaming predicted an increase in time spent playing games 6 months later. Time spent playing violent games specifically, and not just games per se, increased physical aggression. Furthermore, higher levels of pathological gaming, regardless of violent content, predicted an increase in physical aggression among boys. That this effect only applies to boys does not diminish its importance, because adolescent boys are generally the heaviest players of violent games and most susceptible to pathological involvement.
The purpose of this study was to: (1) examine symptom levels of anxiety and depression in children with high-functioning autism spectrum disorders (HFASDs) compared with matched control children using child self-reports and parent ratings; and (2) examine source differences within the two condition groups. An overall multivariate effect indicated significantly elevated depression and anxiety symptoms for children with HFASDs based on parent reports; however no significant between-group differences based on child self-reports. Within-condition source comparisons (parent vs. child) revealed a significant multivariate effect indicating a significant difference in symptoms of depression and anxiety for the HFASD group but none for the control. Correlations between parent and child reports for the HFASD group suggested some positive association between child-reports and parent-reports for depressive symptoms only; however, the difference in average scores reflected a substantial discrepancy in the magnitude of symptoms by rater. Implications for clinical assessment and future research are provided.
Meta-analytic procedures were used to test the effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, empathy/desensitization, and prosocial behavior. Unique features of this meta-analytic review include (a) more restrictive methodological quality inclusion criteria than in past meta-analyses; (b) cross-cultural comparisons; (c) longitudinal studies for all outcomes except physiological arousal; (d) conservative statistical controls; (e) multiple moderator analyses; and (f) sensitivity analyses. Social-cognitive models and cultural differences between Japan and Western countries were used to generate theory-based predictions. Meta-analyses yielded significant effects for all 6 outcome variables. The pattern of results for different outcomes and research designs (experimental, cross-sectional, longitudinal) fit theoretical predictions well. The evidence strongly suggests that exposure to violent video games is a causal risk factor for increased aggressive behavior, aggressive cognition, and aggressive affect and for decreased empathy and prosocial behavior. Moderator analyses revealed significant research design effects, weak evidence of cultural differences in susceptibility and type of measurement effects, and no evidence of sex differences in susceptibility. Results of various sensitivity analyses revealed these effects to be robust, with little evidence of selection (publication) bias.
This article presents a brief overview of existing research on the effects of exposure to violent video games. An updated meta-analysis reveals that exposure to violent video games is significantly linked to increases in aggressive behaviour, aggressive cognition, aggressive affect, and cardiovascular arousal, and to decreases in helping behaviour. Experimental studies reveal this linkage to be causal. Correlational studies reveal a linkage to serious, real-world types of aggression. Methodologically weaker studies yielded smaller effect sizes than methodologically stronger studies, suggesting that previous meta-analytic studies of violent video games underestimate the true magnitude of observed deleterious effects on behaviour, cognition, and affect.
This study compares DSM-IV symptoms in children (ages 6 to 12 years) with pervasive developmental disorder (PDD), clinic controls, and community-based samples. Parents/teachers completed the Child Symptom Inventory–4 for four samples: PDD (N= 284/284) and non-PDD psychiatric clinic referrals (N= 189/181) and pupils in regular (N= 385/404) and special (N= 61/60) education classes. The PDD group received higher symptom severity ratings than the regular education group, but was similar to the non-PDD clinic sample. Screening prevalence rates were highest for ADHD, ODD, and generalized anxiety disorder. PDD subtypes exhibited differentially higher rates of psychiatric symptoms. The magnitude of rater and gender differences in symptom severity ratings was modest. Clinic-referred children with PDD exhibit a pattern of psychiatric symptoms highly similar to nonPDD clinic referrals. Although much additional research is needed on comorbidity, these symptoms have important treatment implications.
Excessive use of the Internet has been associated with attention deficit hyperactivity disorder (ADHD), but the relationship between video games and ADHD symptoms in adolescents is unknown.
A survey of adolescents and parents (n = 72 adolescents, 72 parents) was performed assessing daily time spent on the Internet, television, console video games, and Internet video games, and their association with academic and social functioning. Subjects were high school students in the ninth and tenth grade. Students were administered a modified Young's Internet Addiction Scale (YIAS) and asked questions about exercise, grades, work, and school detentions. Parents were asked to complete the Conners' Parent Rating Scale (CPRS) and answer questions regarding medical/psychiatric conditions in their child.
There was a significant association between time spent playing games for more than one hour a day and YIAS (p < 0.001), overall grade point average (p < or = 0.019), and the "Inattention" and "ADHD" components of the CPRS (p < or = 0.001 and p < or = 0.020, respectively). No significant association was found between body mass index (BMI), exercise, number of detentions, or the "Oppositional" and "Hyperactivity" components of CPRS and video game use.
Adolescents who play more than one hour of console or Internet video games may have more or more intense symptoms of ADHD or inattention than those who do not. Given the possible negative effects these conditions may have on scholastic performance, the added consequences of more time spent on video games may also place these individuals at increased risk for problems in school.
As the number of internet users increases, a new game genre using the internet as a networking tool is emerging. Some game genres are regarded as having greater addiction potentials than others. Games and the internet are closely related. We investigated games frequently used by adolescents and classified each of them with the help of game professionals. We also examined internet use patterns to identify relationships between game genre and internet use patterns. 627 middle school and high school students (male 488, female 139) completed questionnaires concerning computer and game use patterns and Korean internet addiction scales. Game genres were divided into eight criteria (simulation, role playing game, web board, community, action, adventure, shooting, and sports). Using Korean internet addiction scales, 627 participants were divided into a normal group (474), a potential risk group (128), and a high-risk group (25). Each group showed significant differences in total internet addiction scores. We classified players into specific game users based upon the game types they most prefer. Role playing game users showed significantly higher internet addiction scores than web board and sports game users. Game and internet addictions are also connected with interpersonal relationship patterns. We suggest that users of some game genre have unique psychological addiction potentials that are different from others and that this influences both game selection and internet use.
s To determine the psychometric properties of the Vanderbilt Attention Deficit/Hyperactivity Disorder Parent Rating Scale (VADPRS), which utilizes information based on the Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV). The VADPRS was created to collect uniform patient data and minimize the time burden of lengthy interviews.
Participant data (N = 243) was used from the first 2 years of a longitudinal study on communication among physicians, teachers, and parents in diagnosing, treating, and managing children with attention deficit/hyperactivity disorder (ADHD). The reliability, factor structure, and concurrent validity of the VADPRS were evaluated and compared with ratings of children in clinical and nonclinical samples on the Vanderbilt ADHD Teacher Rating Scale and the Computerized Diagnostic Interview Schedule for Children-IV, Parent version.
The internal consistency and factor structure of the VADPRS are acceptable and consistent with DSM-IV and other accepted measures of ADHD.
The VADPRS is a reliable, cost-effective assessment for ADHD in clinical and research settings.
Objectives To determine the psychometric properties of the
Vanderbilt Attention Deficit/Hyperactivity Disorder Parent Rating Scale
(VADPRS), which utilizes information based on the Diagnostic and
Statistical Manual of Mental Disorders, 4th Ed. (DSM-IV). The VADPRS was
created to collect uniform patient data and minimize the time burden of
lengthy interviews. Methods Participant data (N = 243) was
used from the first 2 years of a longitudinal study on communication among
physicians, teachers, and parents in diagnosing, treating, and managing
children with attention deficit/hyperactivity disorder (ADHD). The
reliability, factor structure, and concurrent validity of the VADPRS were
evaluated and compared with ratings of children in clinical and nonclinical
samples on the Vanderbilt ADHD Teacher Rating Scale and the Computerized
Diagnostic Interview Schedule for Children–IV, Parent version.
Results The internal consistency and factor structure of the VADPRS are
acceptable and consistent with DSM-IV and other accepted measures of ADHD.
Conclusion The VADPRS is a reliable, cost-effective assessment for ADHD
in clinical and research settings.
Background: Children with high-functioning ASDs (HFASDs) are reportedly at risk for psychiatric symptoms including depression and anxiety. While some studies have documented significant symptom elevations (e.g., Gadow et al., 2005), others have noted no elevations (e.g., Solomon et al., 2004). Interpretation of findings across studies is confounded by use of different data sources (parent-, teacher-, and/or child-reports). While source differences have been observed, there has been little systematic study of how child-reports align with parent-reports (Weisbrot et al., 2005). Such examination is necessary due to concerns regarding the ability of individuals with HFASDs to express internalized states (Ghaziuddin et al., 2002). Ongoing research is also warranted as studies have been characterized by small and poorly characterized samples, comparisons with normative data, and/or lack of controls for sample characteristics.
Objectives: This study examined: (1) anxiety and depression symptoms in children with HFASDs compared to matched controls using child self-reports and parent-ratings; and (2) source differences (child vs. parent) within the two condition groups (HFASD vs. control).
Methods: The sample included 40 children ages 7-13 with a HFASD (AD, HFA, or PDD-NOS) and 40 typical-controls matched on age, gender, and ethnicity. Participants in the HFASD group participated in a multiple-gate screening; inclusion criteria included a short-form IQ composite > 70; receptive or expressive language score ≥ 80; and score meeting ASD criteria on the ADI-R. Matched-controls were recruited using flyers.
Symptoms were assessed using the Depression and Anxiety subscales of the Behavior Assessment System for Children 2 – Parent Rating Scales (BASC2-PRS) and Self-Report of Personality (BASC2-SRP).
Results: The two groups did not significantly differ on important demographic variables. A significant between-group multivariate effect was found based on parent reports; follow-up univariate analyses indicated significant between-group differences for both depression (F[1,78] = 34.78, p < .001, d = 1.10) and anxiety (F[1,78] = 13.05, p = .001, d = .75)). No significant multivariate effect was found based on child self-reports. Within-condition source comparisons (parent vs. child) revealed a significant multivariate effect for the HFASD group only, with follow-up univariate analyses indicating significant source-differences for both depression (F[1,78] = 29.07, p < .001, d = 1.04) and anxiety (F[1,78] = 7.01, p = .010, d = .57). Correlations between parent- and child-reports were significant only for depression in the HFASD group (r = .315).
Conclusions: Results indicated significant depression and anxiety symptom elevations for children with HFASDs based on parent ratings. Children with HFASDs reported symptom levels similar to controls. A significant discrepancy was found between parent and child ratings for the HFASD group only, with parent ratings significantly higher for depression and anxiety. A low but significant correlation between parent and child ratings of depression in the HFASD group suggested that the children reported symptoms in a manner that to some degree paralleled parent ratings. Despite this positive association, mean score differences reflected a substantial discrepancy in magnitude of depressive symptoms by rater. Implications will be described.
Children with ADHD and autism have some similar features, complicating a differential diagnosis. The purpose of our study was to determine the degree to which core ADHD and autistic symptoms overlap in and discriminate between children 2–16 years of age with autism and ADHD. Our study demonstrated that 847 children with autism were easily distinguished from 158 children with ADHD. All children with autism had 15 or more of the 30 Checklist for Autism Spectrum Disorder symptoms (mean 22), and none of the children with ADHD did (mean 4). Three of the symptoms were present only in children with autism. Almost all 30 symptoms were found in over half of the children with autism, whereas none were present in the majority of children with ADHD-Inattentive type (ADHD-I) or in children with ADHD-Combined type (ADHD-C) without comorbid oppositional-defiant disorder. In contrast, ADHD symptoms were common in autism. Children with low and high functioning autism and ADHD-C did not differ on maternal ratings of attention deficit, impulsivity, and hyperactivity. For children with normal intelligence, nonsignificant differences were found between children with autism, ADHD-C, and ADHD-I on neuropsychological tests including measures of attention, working memory, processing speed, and graphomotor skills.
This study examined the nature of television, video game, and social media use in children (ages 8–18) with autism spectrum disorders (ASD, n = 202) compared to typically developing siblings (TD, n = 179), and relative to other activities. Parents completed measures assessing children’s screen-based and other extracurricular activities. Children with ASD spent approximately 62 % more time watching television and playing video games than in all non-screen activities combined. Compared with TD siblings, children with ASD spent more hours per day playing video games (2.4 vs. 1.6 for boys, and 1.8 vs. 0.8 for girls), and had higher levels of problematic video game use. In contrast, children with ASD spent little time using social media or socially interactive video games.
Massive Muti-user Online Role-Playing Games or MMORPGs as they are often called are one of the fastest growing forms of Internet addiction, especially among children and teenagers. Like an addiction to alcohol or drugs, gamers show several classic signs of addiction (Grusser, Thalemann, and Griffiths, 2007). They become preoccupied with gaming, lie about their gaming use, lose interest in other activities just to game, withdrawal from family and friends to game, and use gaming as a means of psychological escape (Leung, 2004). This paper explores the emergence of online gaming addiction and its impact on individuals and families. This paper reviews the nature of online games and what makes them addictive among some players. As computers are relied upon with greater frequency, detecting and diagnosing online gaming addiction may be difficult for clinicians, especially as symptoms of a possible problem may be masked by legitimate use of the Internet. This paper reviews the warning signs of online gaming addiction, adolescent issues involved in gaming addiction, especially as the industry targets youth, and parenting and therapy considerations for this emergent client population.
This study replicated, in the subsequent academic year, teacher-reported prevalence rates for attention deficit/hyperactivity disorder (ADHD) based on DSM-IV. Teachers in grades K-5 in a Tennessee county (10 schools, 214 teachers, and 4323 children) completed questionnaires on all their students consisting of the DSM-IV symptoms for disruptive behavior disorders, except for eight conduct disorder symptoms, seven symptoms screening for anxiety or depression, ratings of performance, and questions about the presence of ADHD, stimulant medication treatment, and behavioral or academic problems. The prevalence rates were 16.1% for ADHD-all types, 8.8% for ADHD-inattentive type (AD), 2.6% for ADHD-hyperactive/impulsive type (HI), and 4.7% for ADHD-combined type and 6.8, 3.2, 0.6, and 2.9%, respectively, when impairment was taken into consideration. The rates of problems differed mostly between ADHD-AD and ADHD-HI (30% vs. 68%) for behavior and (56% vs. 16%) for academics. Few (11-33%) had an ADHD diagnosis or were treated with stimulant treatment (8-26%). DSM-IV criteria are likely to increase the prevalence but may better characterize the heterogeneity of this disorder.
There is now a growing movement that views a number of behaviours as potentially addictive including many that do not involve the ingestion of a drug (such as gambling, sex, exercise, videogame playing and Internet use). This paper argues that all addictions consist of a number of distinct common components (salience, mood modification, tolerance, withdrawal, conflict and relapse). The paper argues that addictions are a part of a biopsychosocial process and evidence is growing that excessive behaviours of all types do seem to have many commonalities. It is argued that an eclectic approach to the studying of addictive behaviour appears to be the most pragmatic way forward in the field. Such commonalities may have implications not only for treatment of such behaviours but also for how the general public perceive such behaviours.
This study investigated the utility of self-report measures to screen for psychiatric comorbidities in autism spectrum disorders (ASDs). Thirty-eight 10–17 year olds with an ASD and without mental retardation completed: the Children's Depression Inventory-Short version (CDI-S), Revised Children's Manifest Anxiety Scale (RCMAS), Conners-Wells Adolescent Self-report Scale-Short edition (CASS-S), and Short Leyton Obsessional Inventory-Child Version (SLOI-CV). Their parents were interviewed with the Autism Comorbidity Interview-Present and Lifetime (ACI-PL) to establish psychiatric diagnoses. Sensitivity, specificity, positive and negative predictive values, and reliability coefficients were calculated for each self-report and compared to values from literature. The CDI-S and CASS-S yielded a high number of false negatives, with lower sensitivities and specificities in the sample than the literature. There was a nearly significant difference in total mean RCMAS scores between participants with and without anxiety, though again the means for both groups were below the threshold of concern. The SLOI-CV yielded a high false positive rate. All four instruments had reliability coefficients comparable to literature values. Results must be considered preliminary due to sample size. However, the findings suggest that although self-report instruments may provide useful information in the diagnosis of psychiatric comorbidities in ASD, caution must be exercised in their interpretation.
Aim of the present study was to examine whether the personality correlates sensitivity to reward and to punishment, and impulsivity predict compulsive internet use (CIU). Furthermore, the predictive value of these personality correlates was compared to the predictive value of factors relating to psychosocial wellbeing. The results showed that particularly rash spontaneous impulsivity predicts CIU and that this personality factor is more important than psychosocial wellbeing factors. Sensitivity to reward, which is supposed to play a role in craving processes associated with substance abuse and eating disorders, could not be related to CIU. The data suggest that internet users who are characterized by an impulsive personality feature, are less able to control their use of the internet, which makes them more vulnerable to develop CIU.
Growing interest in autism spectrum disorder (ASD) research requires increasingly large samples to uncover epidemiologic trends; such a large dataset is available in a national, web-based autism registry, the Interactive Autism Network (IAN). The objective of this study was to verify parent-report of professional ASD diagnosis to the registry's database via a medical record review on a sample of IAN Research participants. Sixty-one percent of families agreed to participate; 98% (n = 116) of whom provided documentation verifying a professionally diagnosed ASD. Results of this study suggest that information collected from parents participating in IAN Research is valid, participants can be authenticated, and that scientists can both confidently use IAN data and recruit participants for autism research.
In this new and rapidly changing era of digital technology, there is increasing consensus among media scholars that there is an urgent need to develop measurement approaches which more adequately capture media use The overarching goal of this paper is facilitate the development of measurement approaches appropriate for capturing children's media use in the digital age. The paper outlines various approaches to measurement, focusing mainly on those which have figured prominently in major existing studies of children's media use. We identify issues related to each technique, including advantages and disadvantages. We also include a review of existing empirical comparisons of various methodologies. The paper is intended to foster discussion of the best ways to further research and knowledge regarding the impact of media on children.
Researchers have studied whether some youth are "addicted" to video games, but previous studies have been based on regional convenience samples. Using a national sample, this study gathered information about video-gaming habits and parental involvement in gaming, to determine the percentage of youth who meet clinical-style criteria for pathological gaming. A Harris poll surveyed a randomly selected sample of 1,178 American youth ages 8 to 18. About 8% of video-game players in this sample exhibited pathological patterns of play. Several indicators documented convergent and divergent validity of the results: Pathological gamers spent twice as much time playing as nonpathological gamers and received poorer grades in school; pathological gaming also showed comorbidity with attention problems. Pathological status significantly predicted poorer school performance even after controlling for sex, age, and weekly amount of video-game play. These results confirm that pathological gaming can be measured reliably, that the construct demonstrates validity, and that it is not simply isomorphic with a high amount of play.
This study evaluated (a) the association between Internet addiction and adult ADHD; (b) which one of inattention, hyperactivity, or impulsivity was most associated with Internet addiction; and (c) whether gender modulates the association between Internet addiction and inattention, hyperactivity, or impulsivity among college students. A total of 2,793 students (937 male and 1,843 female) were recruited from eight colleges in Taiwan, and they all completed the Chen Internet Addiction Scale, Adult ADHD Self-Report Scale, and demographic data. The results demonstrated that adult ADHD was associated with Internet addiction. Attention deficit was the most associated symptom of Internet addiction, followed by impulsivity. Furthermore, the association between attention deficit and Internet addiction was more significant among female college students. Adult ADHD should be surveyed and treated among college students to decrease the vulnerability to Internet addiction, and strategies to prevent Internet addiction should be provided for college students with ADHD, especially for females.
“The massive threats to human welfare are generally brought about by deliberate acts…, It is the principled resort to aggression that is of greatest social concern but most ignored in psychological theorizing and research.”
The aim of this study was to evaluate the extent to which gender and other factors predict the severity of online gaming addiction among Taiwanese adolescents. A total of 395 junior high school students were recruited for evaluation of their experiences playing online games. Severity of addiction, behavioral characteristics, number of stressors, and level of satisfaction with daily life were compared between males and females who had previously played online games. Multiple regression analysis was used to explore gender differences in the relationships between severity of online gaming addiction and a number of variables. This study found that subjects who had previously played online games were predominantly male. Gender differences were also found in the severity of online gaming addiction and motives for playing. Older age, lower self-esteem, and lower satisfaction with daily life were associated with more severe addiction among males, but not among females. Special strategies accounting for gender differences must be implemented to prevent adolescents with risk factors from becoming addicted to online gaming.
To test the independent effects of television viewing in children before age 3 years and at ages 3 to 5 years on several measures of cognitive outcomes at ages 6 and 7 years.
Using data from a nationally representative data set, we regressed 4 measures of cognitive development at ages 6 and 7 years on television viewing before age 3 years and at ages 3 to 5 years, controlling for parental cognitive stimulation throughout early childhood, maternal education, and IQ.
Before age 3 years, the children in this study watched an average of 2.2 hours per day; at ages 3 to 5 years, the daily average was 3.3 hours. Adjusted for the covariates mentioned earlier, each hour of average daily television viewing before age 3 years was associated with deleterious effects on the Peabody Individual Achievement Test Reading Recognition Scale of 0.31 points (95% confidence interval [CI], -0.61 to -0.01 points), on the Peabody Individual Achievement Test Reading Comprehension Scale of 0.58 points (95% CI, -0.94 to -0.21 points), and on the Memory for Digit Span assessment from the Wechsler Intelligence Scales for Children of -0.10 points (95% CI, -0.20 to 0 points). For the Reading Recognition Scale score only, a beneficial effect of television at ages 3 to 5 years was identified, with each hour associated with a 0.51-point improvement in the score (95% CI, 0.17 to 0.85 points).
There are modest adverse effects of television viewing before age 3 years on the subsequent cognitive development of children. These results suggest that greater adherence to the American Academy of Pediatrics guidelines that children younger than 2 years not watch television is warranted.
The purpose of this systematic review was to (i) estimate the prevalence and dose of television (TV) viewing, video game playing and computer use, and (ii) assess age-related and (iii) secular trends in TV viewing among youth (< or = 18 yr). Ninety studies published in English language journals between 1949 and 2004 were included, presenting data from 539 independent samples (the unit of analysis). Results suggest contemporary youth watch on average 1.8-2.8 h of TV per day, depending on age and gender. Most (66%) are "low users" (< 2 h day(-1)) of TV but 28% watch more than 4 h day(-1). Boys and girls with access to video games spend approximately 60 and 23 min day(-1), respectively, using this technology. Computer use accounts for an additional 30 min day(-1). Age-specific data suggest TV viewing decreases during adolescence, but those considered "high users" at young ages are likely to remain high users when older. For children with access to a television set, the number of hours spent viewing does not appear to have increased over the past 50 years.
Some researchers suggest that for some people, video game playing is an addictive behaviour similar to substance dependence. Our aim was to design and validate a scale to measure the problems associated with the apparently addictive use of all types of video games and video game systems, because there is no instrument at the present time that can be used for this purpose.
We reviewed the DSM-IV criteria for substance dependence and for pathological gambling, as well as the literature on the addictions in order to design a short scale (PVP; problem video game playing) that is quick and easy to apply.
The scale was administered to 223 Spanish adolescents aged between 13 and 18 years. The study was carried out in Granada and Algeciras, Spain.
Psychometric analyses show that the PVP seems to be unidimensional and has acceptable internal consistency (Cronbach's alpha) at 0.69. The pattern of associations between the scale scores and alternative measures of problem play supports its construct validity (higher total scores in the scale were associated with higher frequency of play, mean and longest times per session, self and parents' perception of playing to excess, and scores in the Severity of Dependence Scale).
Our results confirm that the excessive use of video games is associated with a number of problems which resemble a dependence syndrome, and the PVP appears as a useful instrument for the measurement of such problems.
Computer games have become an ever-increasing part of many adolescents' day-to-day lives. Coupled with this phenomenon, reports of excessive gaming (computer game playing) denominated as "computer/video game addiction" have been discussed in the popular press as well as in recent scientific research. The aim of the present study was the investigation of the addictive potential of gaming as well as the relationship between excessive gaming and aggressive attitudes and behavior. A sample comprising of 7069 gamers answered two questionnaires online. Data revealed that 11.9% of participants (840 gamers) fulfilled diagnostic criteria of addiction concerning their gaming behavior, while there is only weak evidence for the assumption that aggressive behavior is interrelated with excessive gaming in general. Results of this study contribute to the assumption that also playing games without monetary reward meets criteria of addiction. Hence, an addictive potential of gaming should be taken into consideration regarding prevention and intervention.
There is burgeoning interest in the study of video games. Existing work is limited by the use of correlational designs and is thus unable to make causal inferences or remove self-selection biases from observed results. The recent development of online, socially integrated video games (massively multiplayer online role-playing games [MMORPGs]) has created a new experience for gamers. This randomized, longitudinal study examined the effects of being assigned to play different video game types on game usage, health, well-being, sleep, socializing, and academics. One hundred 18- to 20-year-old participants (73% male; 68% Caucasian) were randomly assigned to play arcade, console, solo computer, or MMORPG games for 1 month. The MMORPG group differed significantly from other groups after 1 month, reporting more hours spent playing, worse health, worse sleep quality, and greater interference in "real-life" socializing and academic work. In contrast, this group also reported greater enjoyment in playing, greater interest in continuing to play, and greater acquisition of new friendships. MMORPGs represent a different gaming experience with different consequences than other types of video games and appear to pose both unique risks and benefits from their use.
This study aimed to explore the relationship between online game addiction and aggression, self-control, and narcissistic personality traits, which are known as the psychological characteristics linked to "at-risk" populations for online game addiction.
A total of 1471 online game users (males 82.7%, females 17.3%, mean age 21.30+/-4.96) participated in this study and were asked to complete several self-report measures using an online response method. Questionnaires included demographic information and game use-related characteristics of the samples, the online game addiction scale (modified from Young's Internet addiction scale), the Buss-Perry aggression questionnaire, a self-control scale, and the narcissistic personality disorder scale.
Our results indicated that aggression and narcissistic personality traits are positively correlated with online game addiction, whereas self-control is negatively correlated with online game addiction (p<0.001). In addition, a multiple regression analysis revealed that the extent of online game addiction could be predicted based on the person's narcissistic personality traits, aggression, self-control, interpersonal relationship, and occupation. However, only 20% of the variance in behavioral consequences was explained with the model.
An interesting profile has emerged from the results of this study, suggesting that certain psychological characteristics such as aggression, self-control, and narcissistic personality traits may predispose some individuals to become addicted to online games. This result will deepen our understanding of the "at-risk" population for online game addiction and provide basic information that can contribute to developing a prevention program for people who are addicted to online games.
This study describes and compares the behavior of hyperactive and control children playing video games.
The sample consisted of 29 ADHD children and 21 controls aged between 6 and 16 years playing video games. We used the Child Behavior Checklist and the Problem Videogame Playing scale (PVP scale). This instrument gives objective measures of problem use, which can be considered as an indication of addictive videogame playing. We designed a questionnaire for the parents, eliciting qualitative information about their child's videogame playing. There were no significant differences concerning frequency or duration of play between ADHD children and controls but differences were observed on the PVP scale. None of the controls scored above four whereas 10 hyperactive children answered affirmatively to five or more questions. These children presented a greater intensity of the disorder than the other ADHD children.
While no differences concerning video game use were found, ADHD children exhibited more problems associated with videogame playing. It seems that a subgroup of ADHD children could be vulnerable to developing dependence upon video games.
Social and anecdotal reports suggest a predilection for visual media among individuals on the autism spectrum, yet no formal investigation has explored the extent of that use. Using a distributed questionnaire design, parents and caregivers report on time allotted toward media, including observable behaviors and communicative responses. More time was spent engaged with electronic screen media (ESM) than any other leisure activity. Television and movie viewing was more popular than computer usage. Across media platforms, animated programs were more highly preferred. Prevalent verbal and physical imitation was reported to occur during and following exposure to ESM. Clinical implications to strategically incorporate ESM into learning approaches for children with autism spectrum disorders (ASD) are provided.