In a recent Los Angeles Unified School District (LAUSD) study, some interesting results occurred that need further attention.  This study is of interest to me because it has a treatment and a control group of K-1 children.  Autistic children in the treatment used a software program targeting a child’s receptive and expressive language.  “Over the three-month test period, students using the software saw up to a 200% increase in performance scores on the software.  The children gained two to five months more developmental growth than the control-group using the Brigance Assessment and with less one-to-one instruction.“  Teachers report that attention and focus improved.  The software was tied to the California state standards, and there were significant increases in language, auditory processing, academics, and social skills compared with those of students who were not introduced to the software.

Critics of the data are concerned that perhaps the children do well only on the computer but are unable to transfer the learning to everyday function.  According to one teacher in the study, the transfer is being made.  While the study size was small, it does warrant further attention.  The study was funded by the National Center for Technology Innovation (NCTI) and included 47 LAUSD children with autism--22 in the treatment group and 25 in the control group.  It took place in four schools that consisted of four pre-school classes and four kindergarten or first-grade classes.

Source: eSchool News, January 2010