- Carol Westby
- 2 Hours 4 Minutes
- Audio and Video
- Jul 31, 2020
Large amounts of screen time can negatively impact children’s brain development, social-emotional development, self-regulation, and a host of other issues/behaviors. How do we create a healthy tech environment for children when the issue is about more than just the amount of screen time?
In this session you’ll learn: how to select media experiences informed by the child, the context, and the content; the research on the benefits and risks of screen time; why children and adolescents with ASD, ADHD, and language impairments are at particular risk; and strategies to manage screen time and alternatives to screen time.
|Manual – Screen Time, Learning, & Communication in the 21st Century (9.7 MB)||92 Pages||Available after Purchase|
|Instructions for ASHA credit – Self-Study Only (64.4 KB)||Available after Purchase|
Screen Time: Risks and Benefits
- Positive benefits
- Concerns regarding screen time
- Multitasking and continuous partial attention
- Health concerns
- Violence and games
- Effects on memory and learning
- Social media
- Mental health
Children with Higher Risk for Negative Effects
- Developmental disabilities
- Factors in choosing appropriate media
- Children’s environmental sensitivities
Strategies for Managing Screen Time and Alternatives
- Context: technoference
- Content: engagement, active involvement, meaningful, social
- Meeting each child’s unique needs
Carol Westby, CCC-SLP, PhD, BCS-CL, ASDCS Related seminars and products: 8
Carol Westby, CCC-SLP, PhD, BCS-CL, ASDCS, is an internationally renowned expert on play assessment and development in children. She is the developer of the renowned Westby Symbolic Play Scale, a research-based scale used to assess children’s social and play skills. Dr. Westby has written and implemented projects to support personnel preparation, clinical service, and research, including Project PLAY (Play and Language Attunement in Young Children), that trains caregivers to increase the development of play, theory of mind, and language.
Dr. Westby is a fellow of the American-Speech-Language-Hearing Association (ASHA), is Board Certified in Child Language and Literacy Disorders, and has received the Distinguished Alumnus Award from Geneva College and the University of Iowa’s Department of Speech Pathology and Audiology, the ASHA Award for Contributions to Multicultural Affairs, the Honors of ASHA, and the Kleffner Lifetime Clinical Career Award.
Dr. Westby has published and presented nationally and internationally on topics including play, autobiographical memory, theory of mind, language-literacy relationships, narrative/expository development and facilitation, adverse childhood experiences, screen time, trauma, metacognition/executive function, and assessment and intervention with culturally/linguistically diverse populations. She has consulted with the New Mexico Preschool for the Deaf, which employs a play-based curriculum.
Dr. Westby has been a visiting professor at Flinders University in South Australia where she worked on a language/literacy curriculum, and at Brigham Young University where she consulted on SEEL, a systematic and engaging emergent literacy program that employs playful practice. She is a consultant for Bilingual Multicultural Services in Albuquerque, NM and holds an affiliated appointment in Communication Disorders at Brigham Young University in Provo, UT.
Financial: Carol Westby is a consultant for Bilingual Multicultural Services. Dr. Westby receives a speaking honorarium from PESI, Inc. She is the author of numerous chapters and articles, and is published by various publishers including Jones & Bartlett and Pearson.
Non-financial: Carol Westby is the developer of the Westby Play Scale. Dr. Westby is a fellow of the American-Speech-Language-Hearing Association.
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