The main purpose of our study was to examine whether autonomous training through the use of technologies could be associated with improvements in selective attention, visuospatial short‐term memory and visuospatial processing in students with Down Syndrome (DS). In addition, our study aimed to analyse how the improvements in selective attention and visuospatial short‐term memory tasks could predict improvements in visuospatial processing. Twenty‐six children and adolescents with DS who belong to specialized schools for ID participated in the study. Three different mobile applications, Bubbles (selective attention), Pairs and Learn (visuospatial short‐term memory) and Tangram (visuospatial processing) developed by Smile and Learn were used during a three‐month period by the students. The results showed significant improvements through training in both, Pairs and Learn and Tangram, whereas there was no significant improvement in Bubbles. The results also showed that Pairs and Learn performance could predict a 36% variance in Tangram one. Cognitive and educational implications of these results are discussed.