Discourse on screen use in autism is largely dominated by risk-oriented, deficit-based, and alarmist narratives, often structured around the time-based construct of “screen time.” In this perspective essay, I argue for a more nuanced, context-sensitive, and neurodiversity-affirmative research agenda. Using an autoethnography-informed approach, I draw on my lived experiences as an autistic person alongside emerging empirical evidence to contend that screen use can also support autistic individuals in ways that closely align with their needs and preferences. I illustrate how screen use has enabled me to fulfill my core needs—particularly predictability, safety, autonomy, and meaningful belonging—which in turn facilitated my stress and sensory regulation, social development, executive functioning, and overall mental health across the lifespan. To move beyond limited framings of screen use in autism, I outline six key principles for a neurodiversity-affirmative research agenda: (1) adopt terminology that captures how and why digital media is used (e.g., “screen use” or “digital media engagement”); (2) examine the reasons, functions, and contexts of this use; (3) assess both potential benefits and risks in relation to the contextual factors that shape them; (4) evaluate outcomes that center autistic people’s autonomy, agency, and well-being; (5) acknowledge and respect neurodivergent developmental pathways and preferences; and (6) employ participatory and mixed-method approaches. Together, these principles can inform research, recommendations, and policies that enable more context-sensitive decisions and support autistic individuals to use screens in ways that enhance their development, mental health, and well-being on their own terms.
Alvin van Asselt (2026) studied this question.