Screen Time and Attentional Deficits: A Correlational Study in Early Childhood Down Syndrome

Abstract

Background: The ubiquity of digital media has fundamentally altered the developmental landscape of childhood. While the effects of excessive screen time on neurotypical cognitive development are well-documented—often linked to fragmented attention and delayed language acquisition—research regarding children with Down syndrome (DS) remains sparse. Given that the cognitive phenotype of DS is characterized by specific deficits in executive function and auditory-verbal processing, but relative strengths in visual-spatial processing, the impact of high-stimulus digital screens requires targeted investigation. Objective: This study aims to evaluate the relationship between the duration and content of daily screen exposure and the capacity for sustained attention in children with Down syndrome aged 2 to 8 years in the UAE context. Methodology: A quantitative, cross-sectional design was employed. Data was collected from $N=100$ caregivers via standardized questionnaires, including the Child Behavior Checklist (CBCL) and a detailed Media Use Diary. Attention was further assessed using the Leiter International Performance Scale (Leiter-3) to measure non-verbal sustained attention. Expected Outcomes: It is hypothesized that high-frequency exposure to rapid-frame entertainment content will correlate negatively with sustained attention spans during non-digital tasks, whereas interactive, slow-paced educational content may show a neutral or positive correlation.Significance: Findings contribute critical data to the development of evidence-based screen time guidelines tailored specifically for the neurodiverse population in the Gulf region, moving beyond "one-size-fits-all" recommendations.