The present study reports on the effects of an experimental computerized training specifically conceived for improving visual-motor coordination in a child (L.D.J.) affected by Cri-du-Chat syndrome. The child was asked to touch a picture on the screen with a coordinated hand movement to obtain the appearance of a new picture. The training was organized into four levels of increasing difficulty, which were progressively administered in different sessions. Response times and number of errors were collected at each session. The child improved in performing computerized training, becoming faster and more accurate. Unlike control participants, she also improved in performing untrained tasks, which implied similar skills. Repercussions on L.D.J.'s autonomy and communication skills in daily life are described.