Use of computer-assisted technologies (CAT) to enhance social, communicative, and language development in children with autism spectrum disorders.

Whitehouse et al. (2013) wrote a story-style review. They looked at papers where kids with autism used computers to learn social, talking, and language skills.

They did not run a new experiment. They summed up what earlier writers said about computer-assisted tech, or CAT, for autism.

The authors say CAT looks helpful, but most studies are weak. Few compare computer lessons to face-to-face teaching.

In short, the idea is exciting, yet the proof is thin.

Knight et al. (2013) dug deeper the same year. They hunted for solid trials on tech for reading and math. Only three small studies passed their quality test. Their stricter view backs up the weak-evidence warning from O et al.

Jump to 2017 and Rea et al. found clearer hope. Their meta-analysis showed tablet apps for video modeling or AAC gave moderate-to-large gains. The tablets are still CAT, but the tighter methods give stronger numbers than the 2013 review.

Wang et al. (2025) cast the widest net. Across 15 studies and 763 youth, computerized cognitive training lifted social thinking, attention, and executive skills. Again, the newer synthesis shows benefit, yet it also repeats the worry: we still lack long-term follow-up.

You can keep using computer tools for social and language goals, but treat them like pilot lessons, not proven cures. Pair each app with live practice so you are not gambling on weak data. Track progress weekly and plan to fade the screen once skills move to real peers.