DIGITAL MEDIA AND AUTISM SPECTRUM DISORDER (ASD): IMPACTS ON MENTAL HEALTH AND MEDIATION STRATEGIES IN SCHOOL AND FAMILY

Abstract

The advancement of digital technologies has brought about significant transformations in the forms of communication, social interaction, and learning in contemporary society. In this context, children and adolescents with Autism Spectrum Disorder (ASD) have begun to use electronic devices, educational applications, digital games, and online platforms more frequently, both in school and family environments. Although these tools can promote communication, inclusion, and cognitive development, they can also produce negative impacts when used excessively or without adequate mediation. This study aims to analyze the effects of digital media on the mental health of children and adolescents with ASD, identifying benefits, risks, and mitigation strategies developed by the school and family. This is a qualitative, exploratory, and bibliographical research, based on the theoretical contributions of Paulo Freire, Lev Vygotsky, José Moran, Vani Moreira Kenski, as well as the reflections of Sherry Turkle and Jean Twenge on the impacts of digital technologies on human relationships and mental health. Analysis of the literature shows that digital technologies can act as important tools for learning, communication, and inclusion of children and adolescents with ASD when used in a planned, critical, and mediated way by the school and family. However, excessive screen use can intensify symptoms related to anxiety, social isolation, technological dependence, and difficulties in emotional self-regulation. It is concluded that shared mediation between school and family is an essential element to maximize the benefits of digital technologies and minimize their negative impacts on the mental health and socio-emotional development of children and adolescents with ASD.