Peer Reviews
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Peer Reviews
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Critical Reflection on Digital Content and Sensory Regulation in Students with Autism
I appreciate your in-depth knowledge of how digital content, even when intended to be beneficial, can influence students with autism. Your observation regarding student dysregulation during screen use highlights an important issue that is often overlooked in discussions of sensory overload. I have experienced similar situations as a teacher, where it is not only the amount of screen time that affects students but also the specific nature of the content being viewed. Dokken et al. (2024) suggest that a strong home-school connection can help create environments that respond effectively to individual sensory and emotional needs.
Thought-Provoking Question: Have you considered incorporating visual social narratives or digital social stories into your teaching practice to support emotional regulation and social understanding?
Evaluation of Cyberbullying and Emotional Well-Being Among Students
The example you provided regarding a student who experienced emotional withdrawal as a result of cyberbullying during the pandemic was particularly impactful. It clearly demonstrates how online bullying can significantly affect a student's emotional well-being and academic engagement. As a parent, I observed similar challenges during that period, although they were related more to the stress of navigating online social interactions than direct bullying experiences. Pityaratstian and Prasartpornsirichoke (2023) found that students with ADHD may be especially vulnerable to bullying-related behaviors because of difficulties with impulse control and emotional regulation.
Thought-Provoking Question: How do you balance teaching students to use social media responsibly while also acknowledging its important role in identity development, self-expression, and peer connection?