{"id":717811,"date":"2026-06-25T10:29:22","date_gmt":"2026-06-25T08:29:22","guid":{"rendered":"https:\/\/www.dynseo.com\/autisme-et-reconnaissance-des-emotions-utiliser-les-tests-cognitifs-pour-mieux-accompagner-2\/"},"modified":"2026-06-25T10:35:05","modified_gmt":"2026-06-25T08:35:05","slug":"autism-and-emotion-recognition-using-cognitive-tests-for-better-support","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/autism-and-emotion-recognition-using-cognitive-tests-for-better-support\/","title":{"rendered":"Autism and Emotion Recognition: Using Cognitive Tests for Better Support"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; 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{font-size:12px;color:var(--text-light);margin:0 0 8px}\n.dbi-art-3de0d3 .tool-card a {font-size:12px;color:var(--blue);font-weight:600}\n.dbi-art-3de0d3 .appli-grid {display:grid;grid-template-columns:repeat(auto-fit,minmax(200px,1fr));gap:14px;margin:24px 0}\n.dbi-art-3de0d3 .appli-card {background:#fff;border-radius:var(--br);padding:18px;box-shadow:var(--shc);border:1px solid rgba(94,94,215,.08)}\n.dbi-art-3de0d3 .appli-card h5 {font-size:13px;font-weight:700;color:var(--blue);margin-bottom:8px}\n.dbi-art-3de0d3 .appli-card p {font-size:12px;color:var(--text-light);margin:0 0 10px}\n.dbi-art-3de0d3 .appli-card a {font-size:12px;color:var(--blue);font-weight:600}\n.dbi-art-3de0d3 .faq-section {background:var(--light-bg);padding:56px 24px;margin-top:56px}\n.dbi-art-3de0d3 .faq-section h2 {color:var(--blue)}\n.dbi-art-3de0d3 .faq-item {background:#fff;border-radius:var(--br);padding:26px 30px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-3de0d3 .faq-item h4 {font-size:15px;color:var(--blue);margin-bottom:12px}\n.dbi-art-3de0d3 .faq-item p {font-size:14px;margin:0;line-height:1.75}\n.dbi-art-3de0d3 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:40px 24px;text-align:center}\n.dbi-art-3de0d3 footer p {font-size:13px;color:rgba(255,255,255,.8);margin-bottom:16px}\n.dbi-art-3de0d3 .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-3de0d3 .footer-links a {color:#fff;font-size:12px;font-weight:600;text-decoration:none;padding:6px 16px;border:1px solid rgba(255,255,255,.28);border-radius:50px}<\/p>\n<\/style>\n<div class=\"dbi-art-3de0d3\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\ud83e\udde0 Emotions &amp; cognition \u00b7 Autism \u00b7 ADHD \u00b7 Alexithymia \u00b7 Social cognition<\/div>\n<h1>Autism and emotion recognition: using cognitive tests to provide better support<\/h1>\n<pee class=\"hero-sub\">Decoding a face, a tone of voice, or an emotion can represent a considerable effort for an autistic person. Understanding this cognitive skill \u2014 and measuring it simply \u2014 changes the way families and professionals provide daily support.<\/pee>\n<\/header>\n<p><!-- High CTA band towards the test --><\/p>\n<div class=\"cta-top-band\">\n<div class=\"cta-top-inner\">\n<div class=\"cta-top-text\">\n      <strong>\ud83c\udfaf Evaluate emotion recognition in just a few minutes<\/strong><br \/>\n      <span>Online test, free and no registration \u2014 a first benchmark before any specialized approach<\/span>\n    <\/div>\n<p>    <a href=\"https:\/\/www.dynseo.com\/en\/emotion-recognition-test\/\" class=\"cta-top-btn\">Take the test \u2192<\/a>\n  <\/div>\n<\/div>\n<p><main class=\"container\"><\/p>\n<div class=\"intro-box\"><pee>For most of us, reading an emotion on a face is immediate, almost automatic: a furrowed brow, a tense mouth, a breaking voice, and we understand. For many autistic people, this instant decoding is anything but obvious. It requires attention, analysis, energy \u2014 an invisible cognitive effort that repeats hundreds of times a day. Understanding how emotion recognition works, knowing where it can stumble, and having a simple tool to measure it is a valuable starting point, both for families supporting a loved one and for speech therapists, psychologists, educators, and caregivers. This comprehensive guide explains what this skill entails, what research really says about it, and how an emotion recognition test can become an accessible first benchmark.<\/pee><\/div>\n<h2>1. Emotion recognition: a full-fledged cognitive skill<\/h2>\n<h3>1.1 Recognizing an emotion, what does that really mean?<\/h3>\n<pee>We often talk about emotions as if they were a single thing, while recognizing them involves several distinct processes that unfold in a fraction of a second. First, one must perceive a signal \u2014 a facial expression, an intonation, a posture, a gesture. Then it must be interpreted: associating this signal with an emotional category (joy, fear, sadness, anger). Finally, this emotion must be placed in context, as the same expression can mean opposite things depending on the situation: tears of joy are not tears of sorrow, a polite smile is not a smile of pleasure.<\/pee>\n<pee>Emotional recognition is therefore a multimodal skill: it relies on the face, but also on the voice, the body, and the social context. In neurotypical humans, these channels spontaneously combine and complement each other. When one is missing or ambiguous, the others take over. This fluid integration is precisely what can be more laborious in autism: not an inability to feel emotions \u2014 that is a false and persistent idea \u2014 but a different way of processing and assembling these multiple cues.<\/pee>\n<pee>Psychologist Paul Ekman showed that six basic emotions are universally expressed and recognized across cultures: joy, sadness, anger, fear, disgust, and surprise. These &#8220;primary&#8221; emotions serve as a foundation. But real social life is made up of much more subtle and mixed emotions \u2014 embarrassment, disappointment, relief tinged with worry, irony \u2014 which require even finer decoding and often constitute the real daily challenge.<\/pee>\n<h3>1.2 The emotional brain: a network, not a single area<\/h3>\n<pee>No single region of the brain processes &#8220;emotions&#8221; alone. Emotional recognition is the result of a distributed network. The amygdala, a small almond-shaped structure nestled deep in the brain, plays a central role in the rapid detection of threat signals and the attribution of emotional salience to what we see. The fusiform gyrus, particularly the famous &#8220;fusiform face area,&#8221; is specialized in recognizing human faces. The insula contributes to the awareness of our own bodily and emotional states, while the prefrontal cortex regulates, modulates, and contextualizes all of this.<\/pee>\n<pee>In autistic individuals, neuroimaging research observes differences in functioning and connectivity within this social brain network. Some studies describe a more analytical than holistic processing of faces, a visual exploration that focuses more on details (the mouth, the outline) than on the eye area, which is so rich in emotional information. This is not a &#8220;defective&#8221; brain but a brain that prioritizes different processing strategies \u2014 which has concrete consequences on the speed and spontaneity of emotional decoding.<\/pee>\n<h3>1.3 A skill that develops \u2014 and can be worked on<\/h3>\n<pee>Emotion recognition is not innate and fixed: it develops throughout childhood, through exposure, imitation, repetition, and feedback from those around. An infant learns very early to distinguish a smiling face from an angry one; the child then gradually refines the palette of complex emotions; the teenager and adult continue to enrich their reading of subtle social situations. This is good news, as what develops can also be supported and trained.<\/pee>\n<pee>This is precisely the philosophy of cognitive support: making explicit what is implicit, breaking down what seems obvious, and offering structured opportunities to practice. For an autistic person, learning to recognize emotions is not about &#8220;becoming neurotypical,&#8221; but about equipping oneself with tools and markers that make the social world more readable and less exhausting. Before implementing this work, one must also know where they stand \u2014 and that is where a screening test makes perfect sense.<\/pee>\n<h2>2. Autism and emotions: what research really says<\/h2>\n<h3>2.1 Theory of mind and social cognition<\/h3>\n<pee>Social cognition refers to the set of mental processes that allow us to understand others and interact with them. At its core is the &#8220;theory of mind&#8221;: the ability to attribute to others mental states \u2014 thoughts, beliefs, intentions, emotions \u2014 different from our own. Historical work by researchers such as Simon Baron-Cohen, Uta Frith, and Alan Leslie has highlighted that this skill can develop differently in autism, complicating the intuitive reading of others&#8217; intentions and feelings.<\/pee>\n<pee>Recognizing an emotion is one of the building blocks of this social cognition. If decoding that a face expresses anger already requires effort, understanding why that person is angry, anticipating what they will do, and adjusting one&#8217;s own behavior represents an additional burden. This accumulation explains why social interactions, seemingly trivial for many, can be tiring and confusing for an autistic person \u2014 not due to disinterest in others, but because of the complexity of the processing required.<\/pee>\n<h3>2.2 Alexithymia: the often missing piece of the puzzle<\/h3>\n<pee>Emotional difficulties have long been presented as a &#8220;central&#8221; characteristic of autism. Recent research strongly nuances this idea and highlights a factor too often overlooked: alexithymia. This term refers to difficulty in identifying and describing one&#8217;s own emotions, distinguishing emotions from bodily sensations. Alexithymia is not specific to autism \u2014 it exists in the general population \u2014 but it is significantly more common there.<\/pee>\n<pee>Synthesis work estimates that about half of autistic individuals also present with alexithymia, compared to a much smaller proportion in the general population. This distinction is crucial: according to the &#8220;alexithymia hypothesis,&#8221; a significant portion of the difficulties in recognizing and understanding emotions observed in autism would be related to co-occurring alexithymia rather than autism itself. In other words, not all autistic individuals experience the same emotional difficulties, and some read others&#8217; emotions very well while struggling to identify their own.<\/pee>\n<div class=\"aqua-box\"><pee><strong>To remember:<\/strong> there is not &#8220;one&#8221; autistic emotional experience. Some people have difficulty decoding faces but can identify their feelings well; others, it&#8217;s the opposite. This is precisely why an individualized assessment is better than any generalization \u2014 and why a screening test allows starting from the person&#8217;s reality, not from a stereotype.<\/pee><\/div>\n<h3>2.3 The &#8220;double empathy problem&#8221;: rethinking the deficit<\/h3>\n<pee>For a long time, communication difficulties have been described as a unilateral &#8220;deficit&#8221; on the side of the autistic person. Researcher Damian Milton has proposed a more accurate reading with the concept of <em>double empathy problem<\/em>. According to this theory, communication difficulties between an autistic person and a neurotypical person are bidirectional: it is not only autistic people who struggle to read neurotypicals, but also neurotypicals who struggle to read autistic people.<\/pee>\n<pee>This change in perspective has concrete implications for support. It invites us not to place all the burden on the adaptation effort of the autistic person, but to train the surrounding people \u2014 families, teachers, caregivers, colleagues \u2014 to better understand and articulate. A test for recognizing emotions does not serve to &#8220;point out a flaw&#8221; but to objectify a way of functioning, so that both parties can adjust communication in one direction or the other.<\/pee>\n<div class=\"stats-grid\">\n<div class=\"stat-card blue\">\n    <span class=\"stat-num\">~1\/100<\/span><br \/>\n    <span class=\"stat-label\">estimated prevalence of autism worldwide, according to the World Health Organization<\/span>\n  <\/div>\n<div class=\"stat-card pink\">\n    <span class=\"stat-num\">~50%<\/span><br \/>\n    <span class=\"stat-label\">proportion of autistic people who also present with alexithymia, according to recent synthesis studies (compared to a minority in the general population)<\/span>\n  <\/div>\n<div class=\"stat-card violet\">\n    <span class=\"stat-num\">6<\/span><br \/>\n    <span class=\"stat-label\">basic emotions universally recognized across cultures (joy, sadness, anger, fear, disgust, surprise) \u2014 Ekman&#8217;s model<\/span>\n  <\/div>\n<\/div>\n<div class=\"stat-card amber\">\n    <span class=\"stat-num\">~700,000<\/span><br \/>\n    <span class=\"stat-label\">people affected by autism in France according to public estimates, including a portion diagnosed late<\/span>\n  <\/div>\n<\/div>\n<h2>3. How emotional recognition difficulties manifest<\/h2>\n<h3>3.1 In autistic children<\/h3>\n<pee>In young children, the signs are often subtle and easy to attribute to something else. The child may seem not to notice that a peer is sad, continue a game while the other is crying, or react &#8220;off&#8221; to an emotional situation \u2014 laughing at the wrong moment, remaining stone-faced in front of a scene meant to evoke emotion. They may also struggle to name their own emotions and express discomfort through their body (stomach aches, restlessness, withdrawal) rather than through words.<\/pee>\n<pee>These manifestations do not indicate a lack of heart or attachment, but a difficulty in perceiving and interpreting the rapid emotional signals of everyday life. Early identification of these particularities is valuable, as childhood is a time when structured support is particularly fruitful. It is also an age when visual and playful tools \u2014 picture books, games, cards \u2014 are most effective in making emotions concrete and manageable.<\/pee>\n<h3>3.2 In adolescents and adults<\/h3>\n<pee>With age, many autistic individuals \u2014 particularly those diagnosed late, including many women \u2014 develop very sophisticated compensation strategies. They learn social &#8220;scripts,&#8221; observe and imitate the reactions of others, and memorize which expression corresponds to which situation. This camouflage can be so effective that it completely masks the underlying difficulty, at the cost of considerable effort and fatigue.<\/pee>\n<pee>In adults, difficulties in emotional recognition are less manifested by visible &#8220;errors&#8221; than by social exhaustion, chronic anxiety, a constant feeling of mismatch, or recurring misunderstandings at work and in personal life. Understanding that these difficulties have an identifiable cognitive root, rather than experiencing them as personal failures, is often a liberating step. Again, a test can serve as a concrete starting point for this awareness.<\/pee>\n<div class=\"signal-grid\">\n<div class=\"signal-card\">\n<h5>\ud83d\udc64 Decoding faces<\/h5>\n<ul>\n<li>Confusion between similar emotions (fear \/ surprise, anger \/ concentration)<\/li>\n<li>Difficulty with subtle or mixed expressions<\/li>\n<li>Tendency to look at the mouth rather than the eyes<\/li>\n<li>Need for more time to interpret an expression<\/li>\n<\/ul><\/div>\n<div class=\"signal-card\">\n<h5>\ud83d\udd0a Decoding voice and tone<\/h5>\n<ul>\n<li>Difficulty perceiving irony, sarcasm, or humor<\/li>\n<li>Literal interpretation of phrases<\/li>\n<li>Variable sensitivity to changes in intonation<\/li>\n<li>Frequent misunderstandings about implications<\/li>\n<\/ul><\/div>\n<div class=\"signal-card\">\n<h5>\ud83d\udc97 Identifying one&#8217;s own emotions<\/h5>\n<ul>\n<li>Discomfort felt in the body before being named<\/li>\n<li>Difficulty distinguishing fatigue, hunger, stress, sadness<\/li>\n<li>Emotions that &#8220;overflow&#8221; unexpectedly (meltdown, shutdown)<\/li>\n<li>Need for time and words to label feelings<\/li>\n<\/ul><\/div>\n<div class=\"signal-card\">\n<h5>\ud83c\udf0d Read the social context<\/h5>\n<ul>\n<li>Difficulty anticipating the emotional reaction of others<\/li>\n<li>&#8220;Off&#8221; responses in ambiguous situations<\/li>\n<li>Significant effort to adjust behavior in real time<\/li>\n<li>Marked fatigue after days rich in interactions<\/li>\n<\/ul><\/div>\n<\/div>\n<div class=\"profile-box\">\n<h4>\ud83d\udd0d What families and loved ones often experience<\/h4>\n<ul>\n<li><strong>The impression of a gap:<\/strong> &#8220;He doesn&#8217;t react as I expect&#8221; \u2014 without it meaning indifference or lack of affection.<\/li>\n<li><strong>Intense and sudden reactions:<\/strong> an emotion that rises without warning, because it has not been identified and regulated in advance.<\/li>\n<li><strong>Repeated misunderstandings:<\/strong> a remark taken literally, a tone misinterpreted, a misunderstanding that hurts both sides.<\/li>\n<li><strong>The guilt of not understanding:<\/strong> loved ones and professionals often wonder if they are &#8220;doing it wrong&#8221; \u2014 when it is primarily about understanding a different functioning.<\/li>\n<li><strong>The relief of an explanation:<\/strong> putting a word, a mechanism, a reference on these difficulties often transforms the relationship and eases the emotional burden for everyone.<\/li>\n<\/ul>\n<\/div>\n<h2>4. The Emotion Recognition Test: an accessible first reference<\/h2>\n<pee>Faced with these difficulties, many families and professionals feel helpless: where to start? Should we consult? What will we observe? The <a href=\"https:\/\/www.dynseo.com\/en\/emotion-recognition-test\/\">DYNSEO Emotion Recognition Test<\/a> was designed as a simple, accessible online entry point, free and without registration. It does not replace a professional assessment \u2014 and we will return to that \u2014 but it offers a concrete and non-intimidating starting point.<\/pee>\n<div class=\"test-block\">\n<div class=\"tb-banner\">\n    <span class=\"tb-icon\">\ud83c\udfaf<\/span><\/p>\n<h3>Emotion Recognition Test<\/h3>\n<\/p><\/div>\n<div class=\"tb-body\">\n<div class=\"fb-tag\">\ud83e\udde0 Online cognitive test \u00b7 Free \u00b7 No registration<\/div>\n<pee>A simple and kind test to assess the ability to identify emotions from visual cues. Designed to be accessible to both children and adults, it serves as a first reference for families and a support point for professionals. The results do not provide any diagnosis, but they illuminate a often invisible skill and help decide on the next steps.<\/pee>\n<div class=\"fb-meta\">\n      <span>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Families &amp; caregivers<\/span><br \/>\n      <span>\ud83e\ude7a Health professionals<\/span><br \/>\n      <span>\u23f1\ufe0f A few minutes<\/span><br \/>\n      <span>\ud83d\udcf1 Online, on any device<\/span>\n    <\/div>\n<p>    <a href=\"https:\/\/www.dynseo.com\/en\/emotion-recognition-test\/\" class=\"btn-primary\">Take the test for free \u2192<\/a>\n  <\/div>\n<\/div>\n<h3>4.1 What the test measures<\/h3>\n<pee>The test evaluates the ability to associate emotional cues with the correct category of emotion. Specifically, it places the person in a situation to identify expressions and choose the corresponding emotion, covering the most fundamental structuring emotions. The goal is not to &#8220;trap&#8221; but to provide a snapshot of how the person decodes emotional signals: what is fluid, what requires more thought, and where confusions arise.<\/pee>\n<pee>This measure sheds light on a precise dimension of social cognition. It does not tell the whole story \u2014 it does not measure, for example, the ability to identify one&#8217;s own emotions (alexithymia), nor the fine understanding of others&#8217; intentions. But it provides a first tangible indicator of emotional decoding, which is one of the most useful skills to observe in autism and many other situations.<\/pee>\n<h3>4.2 How to interpret the results<\/h3>\n<pee>The results should always be read with nuance and kindness. A high score indicates a good ability to identify basic emotions, which is reassuring, but does not mean the absence of any social difficulties \u2014 let\u2019s remember that many autistic individuals compensate and mask. Conversely, a lower score does not &#8220;label&#8221; anyone: it simply signals an area where targeted support could be beneficial, and where further exploration makes sense.<\/pee>\n<pee>The major interest is to open the dialogue. For a family, the test can transform a vague intuition (&#8220;I feel like he doesn&#8217;t always understand what I feel&#8221;) into concrete and shareable observation. For a professional, it provides a first objective element to integrate into a broader approach. In all cases, the important thing is not the isolated number, but what it allows to understand and implement afterwards.<\/pee>\n<h3>4.3 What the test reveals about brain function<\/h3>\n<pee>Underlying this, the test touches on the brain network of social cognition mentioned earlier: the speed and accuracy of emotional decoding reflect how the brain processes faces, allocates attention to information-rich areas, and integrates cues. When decoding is more laborious, it may reflect a more analytical processing strategy, a different visual exploration, or a higher cognitive load for a task that others perform automatically.<\/pee>\n<pee>Understanding this changes the perspective on the person. Their difficulties are neither a lack of will nor a lack of empathy: they relate to a particular brain function that deserves accommodations and tools rather than reproaches. The test makes this invisible effort visible \u2014 and it is often the first step towards more understanding and patience, on both sides of the relationship.<\/pee>\n<h3>4.4 A first step \u2014 definitely not a diagnosis<\/h3>\n<pee>Let\u2019s be perfectly clear on this point, as it is essential: this test is neither a diagnostic tool nor a substitute for a professional evaluation. Autism and the specifics of emotional cognition are diagnosed after a multidisciplinary assessment conducted by trained professionals (neuropsychologist, psychiatrist, specialized team), who rely on interviews, observations, and validated tools. No online test can, on its own, conclude anything.<\/pee>\n<div class=\"pink-box\"><pee><strong>\u26a0\ufe0f Important :<\/strong> the Emotion Recognition Test is a tool for awareness and detection, not medical. If you observe difficulties that impact daily life, well-being, or learning, talk to a health professional. The test can serve as a useful starting point for this conversation \u2014 never a conclusion.<\/pee><\/div>\n<h2>5. Accompanying concretely: strategies for families and professionals<\/h2>\n<h3>5.1 The basic principle: making the invisible visible<\/h3>\n<pee>Regardless of age, the guiding thread of support is the same: to clarify what remains implicit for others. Name emotions out loud (\u201cI see that you are upset, that is anger\u201d), describe cues (\u201cwhen someone crosses their arms and sighs, they are often annoyed\u201d), anticipate upcoming emotional situations, and offer stable visual supports. This work is not about correcting the person, but providing them with a grammar of emotions to rely on.<\/pee>\n<pee>For families, this involves simple and repeated routines: an emotion thermometer displayed at home, moments where we put words to what everyone feels, tools to make a choice when emotions overflow. For professionals, this is framed in a more structured way, with specific supports and follow-up. In both cases, consistency matters more than intensity.<\/pee>\n<h3>5.2 Needs, strategies, and adapted tools<\/h3>\n<pee>The table below compares the most common needs and concrete responses, with the corresponding DYNSEO tools. These supports are designed to be directly usable, at home as well as in sessions.<\/pee>\n<table class=\"dynseo-table\">\n<thead>\n<tr>\n<th>Observed need<\/th>\n<th>Support strategy<\/th>\n<th>Expected benefit<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Identify the intensity of an emotion<\/strong><\/td>\n<td>Use a visual scale to locate what one feels, from calm to overload<\/td>\n<td>Anticipate overflow, act before the crisis rather than after<\/td>\n<\/tr>\n<tr>\n<td><strong>Choose an appropriate reaction<\/strong><\/td>\n<td>Provide a visual support for choosing actions when emotions rise<\/td>\n<td>Reduce impulsivity, give a sense of control<\/td>\n<\/tr>\n<tr>\n<td><strong>Decode facial expressions<\/strong><\/td>\n<td>Practice with a support that breaks down emotional expressions<\/td>\n<td>Gradually improve decoding, gain social autonomy<\/td>\n<\/tr>\n<tr>\n<td><strong>Spot warning signals<\/strong><\/td>\n<td>Identify together the bodily and contextual signs indicating an overload<\/td>\n<td>Prevent crises, ensure the safety of the person and those around them<\/td>\n<\/tr>\n<tr>\n<td><strong>Communicate sensory needs<\/strong><\/td>\n<td>Provide a sensory needs card to express what helps or hinders<\/td>\n<td>Reduce sources of discomfort, improve emotional availability<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<div class=\"tools-grid\">\n<div class=\"tool-card\">\n<h5>\ud83c\udf21\ufe0f Emotion thermometer<\/h5>\n<pee>A visual scale to locate and name the intensity of what one feels, at home as well as in sessions.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n<h5>\ud83c\udfa1 Choice wheel<\/h5>\n<pee>A support to help choose a reaction or strategy when emotions become difficult to manage.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-outils-formation-dynseo\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\ude0a Facial expression decoder<\/h5>\n<pee>A tool to practice recognizing and understanding facial expressions, step by step.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/facial-expression-decoder\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n<h5>\ud83d\udea8 Alert signal card<\/h5>\n<pee>To identify together the signs indicating an overload and act preventively.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/warning-signs-card-dynseo-training\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n<h5>\ud83e\udde9 TSA sensory needs card<\/h5>\n<pee>A support to express sensory needs and reduce sources of discomfort that interfere with emotions.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/asd-sensory-needs-map\/\">Discover \u2192<\/a>\n  <\/div>\n<\/div>\n<div class=\"tip-box\"><pee>\ud83d\udca1 <strong>Practical advice:<\/strong> start small and regular. Choose a single tool \u2014 for example, the emotion thermometer \u2014 and integrate it into a fixed moment of the day for two or three weeks before adding another. Consistency creates reference points; rapid accumulation dilutes them.<\/pee><\/div>\n<h3>5.3 Adapting support according to age and profile<\/h3>\n<pee>A single objective \u2014 better recognizing and regulating emotions \u2014 is not approached in the same way for a six-year-old child, a teenager, and an adult. For the young child, the entry is through play, the concrete, and the visual: associating a color, a character, or a pictogram with an emotion, miming together, telling stories where we name what the characters feel. Imitation and playful repetition are the best levers, and mistakes are of no importance \u2014 only regular exposure in a climate of trust matters.<\/pee>\n<pee>For the teenager, the challenge is often to respect the need for autonomy while offering discreet reference points: tools they can use alone, without feeling &#8220;infantilized&#8221; or exposed in front of their peers. A regulation support that is consulted on their phone, for example, is better accepted than a poster intended for younger ones. For adults, finally, the work often takes on a reflective dimension: understanding one&#8217;s own functioning, identifying situations that drain energy, putting words to difficulties long experienced as failures. For many adults diagnosed late, simply naming the phenomenon \u2014 masking, alexithymia, the burden of social decoding \u2014 brings deep relief and opens the door to tailored strategies.<\/pee>\n<pee>In all cases, the guiding principle remains respect for the person and their pace. It is never about &#8220;fixing&#8221; someone, but equipping them so that the social world is more accessible and less energy-consuming. The emotion recognition test, because it addresses both children and adults, can accompany this process at every stage, serving as a reference point to revisit from time to time to measure the progress made.<\/pee>\n<h2>6. When and why to consult a professional<\/h2>\n<h3>6.1 Professionals who can help<\/h3>\n<pee>If emotional difficulties have a lasting impact on daily life, relationships, learning, or well-being, a professional evaluation is necessary. Several interlocutors can intervene depending on the situation: the general practitioner or pediatrician as the first point of contact; the psychologist or neuropsychologist for an assessment of social and emotional cognition; the speech therapist when communication and language pragmatics are at stake; the psychiatrist and specialized resource centers (notably autism resource centers) for a complete diagnostic approach.<\/pee>\n<pee>There is no urgency to &#8220;do everything at once,&#8221; but there is a real benefit in not facing observations alone. A professional will be able to distinguish what relates to a temporary particularity, a functioning that needs support, or a disorder to be diagnosed \u2014 a distinction that no public tool can establish.<\/pee>\n<h3>6.2 Preparing for the consultation with test results<\/h3>\n<pee>This is where the test takes on its full value as a linking tool. Arriving at the consultation with concrete observations \u2014 a test result, noted situations, specific examples \u2014 greatly helps the professional and saves time. Rather than saying &#8220;I find that he has difficulty with emotions,&#8221; you can describe what you have observed, what the test has shown, and the situations where the difficulty manifests the most.<\/pee>\n<div class=\"aqua-box\"><pee><strong>Tip for caregivers:<\/strong> keep a small notebook for two weeks before the consultation. Note the moments of emotional difficulty, what preceded them, how they were resolved, and attach the test result. This concrete material is often more valuable than a long speech and effectively guides the professional.<\/pee><\/div>\n<h2>7. DYNSEO applications to support emotional cognition<\/h2>\n<pee>Beyond paper tools, DYNSEO offers cognitive stimulation applications tailored to different profiles and ages. Depending on the person you are supporting, one or another will be more relevant as a regular training aid.<\/pee>\n<div class=\"appli-grid\">\n<div class=\"appli-card\">\n<h5>\ud83d\udcac MY DICTIONARY \u2014 Communication<\/h5>\n<pee>Communication application particularly useful for autistic or non-verbal individuals, to express needs and feelings when words are lacking.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Learn more \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n<h5>\ud83e\uddd2 COCO \u2014 Children 5-10 years<\/h5>\n<pee>Educational and playful games to gently stimulate attention, memory, and cognitive skills in younger children.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">Learn more \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n<h5>\ud83e\udde0 CLINT \u2014 Adults<\/h5>\n<pee>Cognitive stimulation program for adults, useful as training and cognitive support, including in mental health and after a Stroke.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Learn more \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n<h5>\ud83d\udc75 SCARLETT \u2014 Seniors<\/h5>\n<pee>Memory games adapted for seniors, particularly in the context of Alzheimer&#8217;s disease or Parkinson&#8217;s, to maintain cognitive functions.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\">Learn more \u2192<\/a>\n  <\/div>\n<\/div>\n<div class=\"cta-block\">\n<h3>\ud83c\udfaf Assess emotional recognition, then proceed at your own pace<\/h3>\n<pee>Start with the free test to get an initial benchmark, then choose the application suited to the profile of the person you are supporting. A simple starting point, with no commitment, to better understand and better support.<\/pee>\n<div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/emotion-recognition-test\/\" class=\"btn-white\">Take the test \u2192<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\" class=\"btn-outline\">Discover MY DICTIONARY<\/a>\n  <\/div>\n<\/div>\n<h2>8. Additional DYNSEO resources<\/h2>\n<pee>To go further, DYNSEO provides a wide catalog of tools, tests, and training intended for both families and health and education professionals.<\/pee>\n<pee>\u2192 <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">Discover all DYNSEO practical tools<\/a><\/pee>\n<pee>\u2192 <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">Access all cognitive tests<\/a><\/pee>\n<pee>\u2192 <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">See the complete catalog of Qualiopi certified training<\/a><\/pee>\n<p><\/main><\/p>\n<section class=\"faq-section\">\n<div class=\"container\">\n<h2>\u2753 FAQ \u2014 Autism and Emotion Recognition<\/h2>\n<div class=\"faq-item\">\n<h4>1. Do autistic people feel emotions less?<\/h4>\n<pee>No, and this is a very widespread misconception. Autistic people feel emotions, often even with great intensity. What may differ is the way they identify, name, and decode the emotions of others. The difficulty lies in the cognitive processing of emotions, not in their existence or depth. Many autistic people, on the contrary, describe a very strong emotional sensitivity, sometimes overwhelming.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>2. At what age can an emotion recognition test be used?<\/h4>\n<pee>The Emotion Recognition Test is designed to be widely accessible, for both children and adults. For a young child, it is best to use it accompanied by an adult, in a relaxed and supportive environment, without making it a performance issue. The goal is never to &#8220;succeed&#8221; but to observe how the person decodes emotions, in order to better support them afterwards.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>3. Does a poor result on the test mean my child is autistic?<\/h4>\n<pee>Absolutely not. A lower result simply indicates an area where support could be helpful and where further exploration may make sense. Many reasons, unrelated to autism, can influence the decoding of emotions: fatigue, stress, age, an attention disorder, alexithymia. Only a multidisciplinary professional assessment can establish a diagnosis. The test is a starting point, never a conclusion.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>4. What is alexithymia and what is its link to autism?<\/h4>\n<pee>Alexithymia refers to a difficulty in identifying and describing one&#8217;s own emotions, and in distinguishing them from bodily sensations. It is not specific to autism \u2014 it exists in the general population \u2014 but it is much more common there: synthesis studies estimate that about half of autistic people also present it. Some of the emotional difficulties observed in autism may actually be related to this co-occurring alexithymia rather than to autism itself, which explains the great diversity of profiles.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>5. Can we really improve emotion recognition?<\/h4>\n<pee>Yes. Emotion recognition is a skill that develops and can therefore be supported and trained at any age. Support consists of making emotional cues explicit, providing stable visual supports, and practicing regularly in a supportive environment. The goal is not to &#8220;become neurotypical,&#8221; but to equip oneself with markers that make the social world more readable and less exhausting. Consistency matters more than intensity.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>6. What tools should be prioritized to start at home?<\/h4>\n<pee>It is better to start with a single simple tool and use it regularly. The emotion thermometer is often an excellent starting point: it helps to name and locate the intensity of what one feels. The choice wheel complements the setup well for managing difficult moments. The facial expression decoder is useful for practicing face decoding. The key is to establish a stable ritual before gradually enriching the toolbox.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>7. How can a healthcare professional use this test?<\/h4>\n<pee>For a professional \u2014 speech therapist, psychologist, educator, caregiver \u2014 the test can serve as a starting point for assessment, an element to integrate into a broader observation, or a support for dialogue with the family. It obviously does not replace validated clinical tools, but it offers a first tangible indicator and a non-intimidating entry point for the person being supported. It can also be reused over time to track the progress of targeted work.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>8. My adult relative wonders if they are autistic: where to start?<\/h4>\n<pee>A late diagnosis is common, especially in women, and is often experienced as a liberating step. To start without pressure, the emotion recognition test can provide a first concrete reference. The next step is to discuss it with a professional \u2014 general practitioner, psychologist, neuropsychologist, or specialized resource center \u2014 who can guide towards an appropriate evaluation. Keeping a diary of observations and bringing the test results greatly facilitates this first consultation.<\/pee>\n    <\/div>\n<\/p><\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"cta-block\">\n<h3>\ud83d\ude80 Take the first step today<\/h3>\n<pee>The <strong>Emotion Recognition Test<\/strong> is free, quick, and does not require registration. It is a simple and caring guide for families as well as for professionals \u2014 a starting point to better understand and better support. Then choose the DYNSEO app suitable for the profile of the person concerned.<\/pee>\n<div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/emotion-recognition-test\/\" class=\"btn-white\">Access the test \u2192<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\" class=\"btn-outline\">See all cognitive tests<\/a>\n  <\/div>\n<\/div>\n<\/div>\n<footer>\n  <pee>DYNSEO \u2014 Specialist in cognitive stimulation, neurodiversity, and professional training in health \u00b7 Paris 75015 \u00b7 Qualiopi N\u00b0 11757351875<\/pee>\n<div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">Our tests<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">Our tools<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Our training<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a><br \/>\n    <a 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{background:#fff;border-radius:var(--br);padding:18px;box-shadow:var(--shc);border:1px solid rgba(94,94,215,.08)}\n.dbi-art-3de0d3 .appli-card h5 {font-size:13px;font-weight:700;color:var(--blue);margin-bottom:8px}\n.dbi-art-3de0d3 .appli-card p {font-size:12px;color:var(--text-light);margin:0 0 10px}\n.dbi-art-3de0d3 .appli-card a {font-size:12px;color:var(--blue);font-weight:600}\n.dbi-art-3de0d3 .faq-section {background:var(--light-bg);padding:56px 24px;margin-top:56px}\n.dbi-art-3de0d3 .faq-section h2 {color:var(--blue)}\n.dbi-art-3de0d3 .faq-item {background:#fff;border-radius:var(--br);padding:26px 30px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-3de0d3 .faq-item h4 {font-size:15px;color:var(--blue);margin-bottom:12px}\n.dbi-art-3de0d3 .faq-item p {font-size:14px;margin:0;line-height:1.75}\n.dbi-art-3de0d3 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:40px 24px;text-align:center}\n.dbi-art-3de0d3 footer p {font-size:13px;color:rgba(255,255,255,.8);margin-bottom:16px}\n.dbi-art-3de0d3 .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-3de0d3 .footer-links a {color:#fff;font-size:12px;font-weight:600;text-decoration:none;padding:6px 16px;border:1px solid rgba(255,255,255,.28);border-radius:50px}\n\n<\/style>\n<div class=\"dbi-art-3de0d3\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\ud83e\udde0 Emotions &amp; cognition \u00b7 Autism \u00b7 ADHD \u00b7 Alexithymia \u00b7 Social cognition<\/div>\n  <h1>Autism and emotion recognition: using cognitive tests to provide better support<\/h1>\n  <p class=\"hero-sub\">Decoding a face, a tone of voice, or an emotion can represent a considerable effort for an autistic person. Understanding this cognitive skill \u2014 and measuring it simply \u2014 changes the way families and professionals provide daily support.<\/p>\n<\/header>\n\n<!-- High CTA band towards the test -->\n<div class=\"cta-top-band\">\n  <div class=\"cta-top-inner\">\n    <div class=\"cta-top-text\">\n      <strong>\ud83c\udfaf Evaluate emotion recognition in just a few minutes<\/strong>\n      <span>Online test, free and no registration \u2014 a first benchmark before any specialized approach<\/span>\n    <\/div>\n    <a href=\"https:\/\/www.dynseo.com\/test-de-reconnaissance-des-emotions\/\" class=\"cta-top-btn\">Take the test \u2192<\/a>\n  <\/div>\n<\/div>\n\n<main class=\"container\">\n<div class=\"intro-box\"><p>For most of us, reading an emotion on a face is immediate, almost automatic: a furrowed brow, a tense mouth, a breaking voice, and we understand. For many autistic people, this instant decoding is anything but obvious. It requires attention, analysis, energy \u2014 an invisible cognitive effort that repeats hundreds of times a day. Understanding how emotion recognition works, knowing where it can stumble, and having a simple tool to measure it is a valuable starting point, both for families supporting a loved one and for speech therapists, psychologists, educators, and caregivers. This comprehensive guide explains what this skill entails, what research really says about it, and how an emotion recognition test can become an accessible first benchmark.<\/p><\/div>\n\n<h2>1. Emotion recognition: a full-fledged cognitive skill<\/h2>\n\n<h3>1.1 Recognizing an emotion, what does that really mean?<\/h3>\n<p>We often talk about emotions as if they were a single thing, while recognizing them involves several distinct processes that unfold in a fraction of a second. First, one must perceive a signal \u2014 a facial expression, an intonation, a posture, a gesture. Then it must be interpreted: associating this signal with an emotional category (joy, fear, sadness, anger). Finally, this emotion must be placed in context, as the same expression can mean opposite things depending on the situation: tears of joy are not tears of sorrow, a polite smile is not a smile of pleasure.<\/p>\n<p>Emotional recognition is therefore a multimodal skill: it relies on the face, but also on the voice, the body, and the social context. In neurotypical humans, these channels spontaneously combine and complement each other. When one is missing or ambiguous, the others take over. This fluid integration is precisely what can be more laborious in autism: not an inability to feel emotions \u2014 that is a false and persistent idea \u2014 but a different way of processing and assembling these multiple cues.<\/p>\n<p>Psychologist Paul Ekman showed that six basic emotions are universally expressed and recognized across cultures: joy, sadness, anger, fear, disgust, and surprise. These \"primary\" emotions serve as a foundation. But real social life is made up of much more subtle and mixed emotions \u2014 embarrassment, disappointment, relief tinged with worry, irony \u2014 which require even finer decoding and often constitute the real daily challenge.<\/p>\n\n<h3>1.2 The emotional brain: a network, not a single area<\/h3>\n<p>No single region of the brain processes \"emotions\" alone. Emotional recognition is the result of a distributed network. The amygdala, a small almond-shaped structure nestled deep in the brain, plays a central role in the rapid detection of threat signals and the attribution of emotional salience to what we see. The fusiform gyrus, particularly the famous \"fusiform face area,\" is specialized in recognizing human faces. The insula contributes to the awareness of our own bodily and emotional states, while the prefrontal cortex regulates, modulates, and contextualizes all of this.<\/p>\n<p>In autistic individuals, neuroimaging research observes differences in functioning and connectivity within this social brain network. Some studies describe a more analytical than holistic processing of faces, a visual exploration that focuses more on details (the mouth, the outline) than on the eye area, which is so rich in emotional information. This is not a \"defective\" brain but a brain that prioritizes different processing strategies \u2014 which has concrete consequences on the speed and spontaneity of emotional decoding.<\/p>\n\n<h3>1.3 A skill that develops \u2014 and can be worked on<\/h3>\n<p>Emotion recognition is not innate and fixed: it develops throughout childhood, through exposure, imitation, repetition, and feedback from those around. An infant learns very early to distinguish a smiling face from an angry one; the child then gradually refines the palette of complex emotions; the teenager and adult continue to enrich their reading of subtle social situations. This is good news, as what develops can also be supported and trained.<\/p>\n<p>This is precisely the philosophy of cognitive support: making explicit what is implicit, breaking down what seems obvious, and offering structured opportunities to practice. For an autistic person, learning to recognize emotions is not about \"becoming neurotypical,\" but about equipping oneself with tools and markers that make the social world more readable and less exhausting. Before implementing this work, one must also know where they stand \u2014 and that is where a screening test makes perfect sense.<\/p>\n\n<h2>2. Autism and emotions: what research really says<\/h2>\n\n<h3>2.1 Theory of mind and social cognition<\/h3>\n<p>Social cognition refers to the set of mental processes that allow us to understand others and interact with them. At its core is the \"theory of mind\": the ability to attribute to others mental states \u2014 thoughts, beliefs, intentions, emotions \u2014 different from our own. Historical work by researchers such as Simon Baron-Cohen, Uta Frith, and Alan Leslie has highlighted that this skill can develop differently in autism, complicating the intuitive reading of others' intentions and feelings.<\/p>\n<p>Recognizing an emotion is one of the building blocks of this social cognition. If decoding that a face expresses anger already requires effort, understanding why that person is angry, anticipating what they will do, and adjusting one's own behavior represents an additional burden. This accumulation explains why social interactions, seemingly trivial for many, can be tiring and confusing for an autistic person \u2014 not due to disinterest in others, but because of the complexity of the processing required.<\/p>\n\n<h3>2.2 Alexithymia: the often missing piece of the puzzle<\/h3>\n<p>Emotional difficulties have long been presented as a \"central\" characteristic of autism. Recent research strongly nuances this idea and highlights a factor too often overlooked: alexithymia. This term refers to difficulty in identifying and describing one's own emotions, distinguishing emotions from bodily sensations. Alexithymia is not specific to autism \u2014 it exists in the general population \u2014 but it is significantly more common there.<\/p>\n<p>Synthesis work estimates that about half of autistic individuals also present with alexithymia, compared to a much smaller proportion in the general population. This distinction is crucial: according to the \"alexithymia hypothesis,\" a significant portion of the difficulties in recognizing and understanding emotions observed in autism would be related to co-occurring alexithymia rather than autism itself. In other words, not all autistic individuals experience the same emotional difficulties, and some read others' emotions very well while struggling to identify their own.<\/p>\n<div class=\"aqua-box\"><p><strong>To remember:<\/strong> there is not \"one\" autistic emotional experience. Some people have difficulty decoding faces but can identify their feelings well; others, it's the opposite. This is precisely why an individualized assessment is better than any generalization \u2014 and why a screening test allows starting from the person's reality, not from a stereotype.<\/p><\/div>\n\n<h3>2.3 The \"double empathy problem\": rethinking the deficit<\/h3>\n<p>For a long time, communication difficulties have been described as a unilateral \"deficit\" on the side of the autistic person. Researcher Damian Milton has proposed a more accurate reading with the concept of <em>double empathy problem<\/em>. According to this theory, communication difficulties between an autistic person and a neurotypical person are bidirectional: it is not only autistic people who struggle to read neurotypicals, but also neurotypicals who struggle to read autistic people.<\/p>\n<p>This change in perspective has concrete implications for support. It invites us not to place all the burden on the adaptation effort of the autistic person, but to train the surrounding people \u2014 families, teachers, caregivers, colleagues \u2014 to better understand and articulate. A test for recognizing emotions does not serve to \"point out a flaw\" but to objectify a way of functioning, so that both parties can adjust communication in one direction or the other.<\/p>\n\n<div class=\"stats-grid\">\n  <div class=\"stat-card blue\">\n    <span class=\"stat-num\">~1\/100<\/span>\n    <span class=\"stat-label\">estimated prevalence of autism worldwide, according to the World Health Organization<\/span>\n  <\/div>\n  <div class=\"stat-card pink\">\n    <span class=\"stat-num\">~50%<\/span>\n    <span class=\"stat-label\">proportion of autistic people who also present with alexithymia, according to recent synthesis studies (compared to a minority in the general population)<\/span>\n  <\/div>\n  <div class=\"stat-card violet\">\n    <span class=\"stat-num\">6<\/span>\n    <span class=\"stat-label\">basic emotions universally recognized across cultures (joy, sadness, anger, fear, disgust, surprise) \u2014 Ekman's model<\/span>\n  <\/div>\n<\/div>\n<div class=\"stat-card amber\">\n    <span class=\"stat-num\">~700,000<\/span>\n    <span class=\"stat-label\">people affected by autism in France according to public estimates, including a portion diagnosed late<\/span>\n  <\/div>\n<\/div>\n\n<h2>3. How emotional recognition difficulties manifest<\/h2>\n\n<h3>3.1 In autistic children<\/h3>\n<p>In young children, the signs are often subtle and easy to attribute to something else. The child may seem not to notice that a peer is sad, continue a game while the other is crying, or react \"off\" to an emotional situation \u2014 laughing at the wrong moment, remaining stone-faced in front of a scene meant to evoke emotion. They may also struggle to name their own emotions and express discomfort through their body (stomach aches, restlessness, withdrawal) rather than through words.<\/p>\n<p>These manifestations do not indicate a lack of heart or attachment, but a difficulty in perceiving and interpreting the rapid emotional signals of everyday life. Early identification of these particularities is valuable, as childhood is a time when structured support is particularly fruitful. It is also an age when visual and playful tools \u2014 picture books, games, cards \u2014 are most effective in making emotions concrete and manageable.<\/p>\n\n<h3>3.2 In adolescents and adults<\/h3>\n<p>With age, many autistic individuals \u2014 particularly those diagnosed late, including many women \u2014 develop very sophisticated compensation strategies. They learn social \"scripts,\" observe and imitate the reactions of others, and memorize which expression corresponds to which situation. This camouflage can be so effective that it completely masks the underlying difficulty, at the cost of considerable effort and fatigue.<\/p>\n<p>In adults, difficulties in emotional recognition are less manifested by visible \"errors\" than by social exhaustion, chronic anxiety, a constant feeling of mismatch, or recurring misunderstandings at work and in personal life. Understanding that these difficulties have an identifiable cognitive root, rather than experiencing them as personal failures, is often a liberating step. Again, a test can serve as a concrete starting point for this awareness.<\/p>\n\n<div class=\"signal-grid\">\n  <div class=\"signal-card\">\n    <h5>\ud83d\udc64 Decoding faces<\/h5>\n    <ul>\n      <li>Confusion between similar emotions (fear \/ surprise, anger \/ concentration)<\/li>\n      <li>Difficulty with subtle or mixed expressions<\/li>\n      <li>Tendency to look at the mouth rather than the eyes<\/li>\n      <li>Need for more time to interpret an expression<\/li>\n    <\/ul>\n  <\/div>\n  <div class=\"signal-card\">\n    <h5>\ud83d\udd0a Decoding voice and tone<\/h5>\n    <ul>\n      <li>Difficulty perceiving irony, sarcasm, or humor<\/li>\n      <li>Literal interpretation of phrases<\/li>\n      <li>Variable sensitivity to changes in intonation<\/li>\n      <li>Frequent misunderstandings about implications<\/li>\n    <\/ul>\n  <\/div>\n  <div class=\"signal-card\">\n    <h5>\ud83d\udc97 Identifying one's own emotions<\/h5>\n    <ul>\n      <li>Discomfort felt in the body before being named<\/li>\n      <li>Difficulty distinguishing fatigue, hunger, stress, sadness<\/li>\n      <li>Emotions that \"overflow\" unexpectedly (meltdown, shutdown)<\/li>\n      <li>Need for time and words to label feelings<\/li>\n    <\/ul>\n  <\/div>\n<div class=\"signal-card\">\n    <h5>\ud83c\udf0d Read the social context<\/h5>\n    <ul>\n      <li>Difficulty anticipating the emotional reaction of others<\/li>\n      <li>\"Off\" responses in ambiguous situations<\/li>\n      <li>Significant effort to adjust behavior in real time<\/li>\n      <li>Marked fatigue after days rich in interactions<\/li>\n    <\/ul>\n  <\/div>\n<\/div>\n\n<div class=\"profile-box\">\n  <h4>\ud83d\udd0d What families and loved ones often experience<\/h4>\n  <ul>\n    <li><strong>The impression of a gap:<\/strong> \"He doesn't react as I expect\" \u2014 without it meaning indifference or lack of affection.<\/li>\n    <li><strong>Intense and sudden reactions:<\/strong> an emotion that rises without warning, because it has not been identified and regulated in advance.<\/li>\n    <li><strong>Repeated misunderstandings:<\/strong> a remark taken literally, a tone misinterpreted, a misunderstanding that hurts both sides.<\/li>\n    <li><strong>The guilt of not understanding:<\/strong> loved ones and professionals often wonder if they are \"doing it wrong\" \u2014 when it is primarily about understanding a different functioning.<\/li>\n    <li><strong>The relief of an explanation:<\/strong> putting a word, a mechanism, a reference on these difficulties often transforms the relationship and eases the emotional burden for everyone.<\/li>\n  <\/ul>\n<\/div>\n\n<h2>4. The Emotion Recognition Test: an accessible first reference<\/h2>\n\n<p>Faced with these difficulties, many families and professionals feel helpless: where to start? Should we consult? What will we observe? The <a href=\"https:\/\/www.dynseo.com\/test-de-reconnaissance-des-emotions\/\">DYNSEO Emotion Recognition Test<\/a> was designed as a simple, accessible online entry point, free and without registration. It does not replace a professional assessment \u2014 and we will return to that \u2014 but it offers a concrete and non-intimidating starting point.<\/p>\n\n<div class=\"test-block\">\n  <div class=\"tb-banner\">\n    <span class=\"tb-icon\">\ud83c\udfaf<\/span>\n    <h3>Emotion Recognition Test<\/h3>\n  <\/div>\n  <div class=\"tb-body\">\n    <div class=\"fb-tag\">\ud83e\udde0 Online cognitive test \u00b7 Free \u00b7 No registration<\/div>\n    <p>A simple and kind test to assess the ability to identify emotions from visual cues. Designed to be accessible to both children and adults, it serves as a first reference for families and a support point for professionals. The results do not provide any diagnosis, but they illuminate a often invisible skill and help decide on the next steps.<\/p>\n<div class=\"fb-meta\">\n      <span>\ud83d\udc68\u200d\ud83d\udc69\u200d\ud83d\udc67 Families &amp; caregivers<\/span>\n      <span>\ud83e\ude7a Health professionals<\/span>\n      <span>\u23f1\ufe0f A few minutes<\/span>\n      <span>\ud83d\udcf1 Online, on any device<\/span>\n    <\/div>\n    <a href=\"https:\/\/www.dynseo.com\/test-de-reconnaissance-des-emotions\/\" class=\"btn-primary\">Take the test for free \u2192<\/a>\n  <\/div>\n<\/div>\n\n<h3>4.1 What the test measures<\/h3>\n<p>The test evaluates the ability to associate emotional cues with the correct category of emotion. Specifically, it places the person in a situation to identify expressions and choose the corresponding emotion, covering the most fundamental structuring emotions. The goal is not to \"trap\" but to provide a snapshot of how the person decodes emotional signals: what is fluid, what requires more thought, and where confusions arise.<\/p>\n<p>This measure sheds light on a precise dimension of social cognition. It does not tell the whole story \u2014 it does not measure, for example, the ability to identify one's own emotions (alexithymia), nor the fine understanding of others' intentions. But it provides a first tangible indicator of emotional decoding, which is one of the most useful skills to observe in autism and many other situations.<\/p>\n\n<h3>4.2 How to interpret the results<\/h3>\n<p>The results should always be read with nuance and kindness. A high score indicates a good ability to identify basic emotions, which is reassuring, but does not mean the absence of any social difficulties \u2014 let\u2019s remember that many autistic individuals compensate and mask. Conversely, a lower score does not \"label\" anyone: it simply signals an area where targeted support could be beneficial, and where further exploration makes sense.<\/p>\n<p>The major interest is to open the dialogue. For a family, the test can transform a vague intuition (\"I feel like he doesn't always understand what I feel\") into concrete and shareable observation. For a professional, it provides a first objective element to integrate into a broader approach. In all cases, the important thing is not the isolated number, but what it allows to understand and implement afterwards.<\/p>\n\n<h3>4.3 What the test reveals about brain function<\/h3>\n<p>Underlying this, the test touches on the brain network of social cognition mentioned earlier: the speed and accuracy of emotional decoding reflect how the brain processes faces, allocates attention to information-rich areas, and integrates cues. When decoding is more laborious, it may reflect a more analytical processing strategy, a different visual exploration, or a higher cognitive load for a task that others perform automatically.<\/p>\n<p>Understanding this changes the perspective on the person. Their difficulties are neither a lack of will nor a lack of empathy: they relate to a particular brain function that deserves accommodations and tools rather than reproaches. The test makes this invisible effort visible \u2014 and it is often the first step towards more understanding and patience, on both sides of the relationship.<\/p>\n\n<h3>4.4 A first step \u2014 definitely not a diagnosis<\/h3>\n<p>Let\u2019s be perfectly clear on this point, as it is essential: this test is neither a diagnostic tool nor a substitute for a professional evaluation. Autism and the specifics of emotional cognition are diagnosed after a multidisciplinary assessment conducted by trained professionals (neuropsychologist, psychiatrist, specialized team), who rely on interviews, observations, and validated tools. No online test can, on its own, conclude anything.<\/p>\n<div class=\"pink-box\"><p><strong>\u26a0\ufe0f Important :<\/strong> the Emotion Recognition Test is a tool for awareness and detection, not medical. If you observe difficulties that impact daily life, well-being, or learning, talk to a health professional. The test can serve as a useful starting point for this conversation \u2014 never a conclusion.<\/p><\/div>\n\n<h2>5. Accompanying concretely: strategies for families and professionals<\/h2>\n\n<h3>5.1 The basic principle: making the invisible visible<\/h3>\n<p>Regardless of age, the guiding thread of support is the same: to clarify what remains implicit for others. Name emotions out loud (\u201cI see that you are upset, that is anger\u201d), describe cues (\u201cwhen someone crosses their arms and sighs, they are often annoyed\u201d), anticipate upcoming emotional situations, and offer stable visual supports. This work is not about correcting the person, but providing them with a grammar of emotions to rely on.<\/p>\n<p>For families, this involves simple and repeated routines: an emotion thermometer displayed at home, moments where we put words to what everyone feels, tools to make a choice when emotions overflow. For professionals, this is framed in a more structured way, with specific supports and follow-up. In both cases, consistency matters more than intensity.<\/p>\n\n<h3>5.2 Needs, strategies, and adapted tools<\/h3>\n<p>The table below compares the most common needs and concrete responses, with the corresponding DYNSEO tools. These supports are designed to be directly usable, at home as well as in sessions.<\/p>\n\n<table class=\"dynseo-table\">\n  <thead>\n    <tr>\n      <th>Observed need<\/th>\n      <th>Support strategy<\/th>\n      <th>Expected benefit<\/th>\n    <\/tr>\n  <\/thead>\n  <tbody>\n    <tr>\n      <td><strong>Identify the intensity of an emotion<\/strong><\/td>\n      <td>Use a visual scale to locate what one feels, from calm to overload<\/td>\n      <td>Anticipate overflow, act before the crisis rather than after<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Choose an appropriate reaction<\/strong><\/td>\n      <td>Provide a visual support for choosing actions when emotions rise<\/td>\n      <td>Reduce impulsivity, give a sense of control<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Decode facial expressions<\/strong><\/td>\n      <td>Practice with a support that breaks down emotional expressions<\/td>\n      <td>Gradually improve decoding, gain social autonomy<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Spot warning signals<\/strong><\/td>\n      <td>Identify together the bodily and contextual signs indicating an overload<\/td>\n      <td>Prevent crises, ensure the safety of the person and those around them<\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Communicate sensory needs<\/strong><\/td>\n      <td>Provide a sensory needs card to express what helps or hinders<\/td>\n      <td>Reduce sources of discomfort, improve emotional availability<\/td>\n    <\/tr>\n  <\/tbody>\n<\/table>\n\n<div class=\"tools-grid\">\n  <div class=\"tool-card\">\n    <h5>\ud83c\udf21\ufe0f Emotion thermometer<\/h5>\n    <p>A visual scale to locate and name the intensity of what one feels, at home as well as in sessions.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/thermometre-des-emotions\/\">Discover \u2192<\/a>\n  <\/div>\n  <div class=\"tool-card\">\n    <h5>\ud83c\udfa1 Choice wheel<\/h5>\n    <p>A support to help choose a reaction or strategy when emotions become difficult to manage.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\">Discover \u2192<\/a>\n  <\/div>\n  <div class=\"tool-card\">\n    <h5>\ud83d\ude0a Facial expression decoder<\/h5>\n    <p>A tool to practice recognizing and understanding facial expressions, step by step.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/decodeur-dexpressions-faciales\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"tool-card\">\n    <h5>\ud83d\udea8 Alert signal card<\/h5>\n    <p>To identify together the signs indicating an overload and act preventively.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carte-signaux-alerte\/\">Discover \u2192<\/a>\n  <\/div>\n  <div class=\"tool-card\">\n    <h5>\ud83e\udde9 TSA sensory needs card<\/h5>\n    <p>A support to express sensory needs and reduce sources of discomfort that interfere with emotions.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carte-des-besoins-sensoriels-tsa\/\">Discover \u2192<\/a>\n  <\/div>\n<\/div>\n\n<div class=\"tip-box\"><p>\ud83d\udca1 <strong>Practical advice:<\/strong> start small and regular. Choose a single tool \u2014 for example, the emotion thermometer \u2014 and integrate it into a fixed moment of the day for two or three weeks before adding another. Consistency creates reference points; rapid accumulation dilutes them.<\/p><\/div>\n\n<h3>5.3 Adapting support according to age and profile<\/h3>\n<p>A single objective \u2014 better recognizing and regulating emotions \u2014 is not approached in the same way for a six-year-old child, a teenager, and an adult. For the young child, the entry is through play, the concrete, and the visual: associating a color, a character, or a pictogram with an emotion, miming together, telling stories where we name what the characters feel. Imitation and playful repetition are the best levers, and mistakes are of no importance \u2014 only regular exposure in a climate of trust matters.<\/p>\n<p>For the teenager, the challenge is often to respect the need for autonomy while offering discreet reference points: tools they can use alone, without feeling \"infantilized\" or exposed in front of their peers. A regulation support that is consulted on their phone, for example, is better accepted than a poster intended for younger ones. For adults, finally, the work often takes on a reflective dimension: understanding one's own functioning, identifying situations that drain energy, putting words to difficulties long experienced as failures. For many adults diagnosed late, simply naming the phenomenon \u2014 masking, alexithymia, the burden of social decoding \u2014 brings deep relief and opens the door to tailored strategies.<\/p>\n<p>In all cases, the guiding principle remains respect for the person and their pace. It is never about \"fixing\" someone, but equipping them so that the social world is more accessible and less energy-consuming. The emotion recognition test, because it addresses both children and adults, can accompany this process at every stage, serving as a reference point to revisit from time to time to measure the progress made.<\/p>\n\n<h2>6. When and why to consult a professional<\/h2>\n\n<h3>6.1 Professionals who can help<\/h3>\n<p>If emotional difficulties have a lasting impact on daily life, relationships, learning, or well-being, a professional evaluation is necessary. Several interlocutors can intervene depending on the situation: the general practitioner or pediatrician as the first point of contact; the psychologist or neuropsychologist for an assessment of social and emotional cognition; the speech therapist when communication and language pragmatics are at stake; the psychiatrist and specialized resource centers (notably autism resource centers) for a complete diagnostic approach.<\/p>\n<p>There is no urgency to \"do everything at once,\" but there is a real benefit in not facing observations alone. A professional will be able to distinguish what relates to a temporary particularity, a functioning that needs support, or a disorder to be diagnosed \u2014 a distinction that no public tool can establish.<\/p>\n\n<h3>6.2 Preparing for the consultation with test results<\/h3>\n<p>This is where the test takes on its full value as a linking tool. Arriving at the consultation with concrete observations \u2014 a test result, noted situations, specific examples \u2014 greatly helps the professional and saves time. Rather than saying \"I find that he has difficulty with emotions,\" you can describe what you have observed, what the test has shown, and the situations where the difficulty manifests the most.<\/p>\n<div class=\"aqua-box\"><p><strong>Tip for caregivers:<\/strong> keep a small notebook for two weeks before the consultation. Note the moments of emotional difficulty, what preceded them, how they were resolved, and attach the test result. This concrete material is often more valuable than a long speech and effectively guides the professional.<\/p><\/div>\n\n<h2>7. DYNSEO applications to support emotional cognition<\/h2>\n<p>Beyond paper tools, DYNSEO offers cognitive stimulation applications tailored to different profiles and ages. Depending on the person you are supporting, one or another will be more relevant as a regular training aid.<\/p>\n\n<div class=\"appli-grid\">\n  <div class=\"appli-card\">\n    <h5>\ud83d\udcac MY DICTIONARY \u2014 Communication<\/h5>\n    <p>Communication application particularly useful for autistic or non-verbal individuals, to express needs and feelings when words are lacking.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Learn more \u2192<\/a>\n  <\/div>\n  <div class=\"appli-card\">\n    <h5>\ud83e\uddd2 COCO \u2014 Children 5-10 years<\/h5>\n    <p>Educational and playful games to gently stimulate attention, memory, and cognitive skills in younger children.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">Learn more \u2192<\/a>\n  <\/div>\n  <div class=\"appli-card\">\n    <h5>\ud83e\udde0 CLINT \u2014 Adults<\/h5>\n    <p>Cognitive stimulation program for adults, useful as training and cognitive support, including in mental health and after a Stroke.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Learn more \u2192<\/a>\n  <\/div>\n  <div class=\"appli-card\">\n    <h5>\ud83d\udc75 SCARLETT \u2014 Seniors<\/h5>\n    <p>Memory games adapted for seniors, particularly in the context of Alzheimer's disease or Parkinson's, to maintain cognitive functions.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/scarlett-brain-games-for-seniors\/\">Learn more \u2192<\/a>\n  <\/div>\n<\/div>\n\n<div class=\"cta-block\">\n  <h3>\ud83c\udfaf Assess emotional recognition, then proceed at your own pace<\/h3>\n  <p>Start with the free test to get an initial benchmark, then choose the application suited to the profile of the person you are supporting. A simple starting point, with no commitment, to better understand and better support.<\/p>\n  <div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/test-de-reconnaissance-des-emotions\/\" class=\"btn-white\">Take the test \u2192<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\" class=\"btn-outline\">Discover MY DICTIONARY<\/a>\n  <\/div>\n<\/div>\n\n<h2>8. Additional DYNSEO resources<\/h2>\n<p>To go further, DYNSEO provides a wide catalog of tools, tests, and training intended for both families and health and education professionals.<\/p>\n<p>\u2192 <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">Discover all DYNSEO practical tools<\/a><\/p>\n<p>\u2192 <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">Access all cognitive tests<\/a><\/p>\n<p>\u2192 <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">See the complete catalog of Qualiopi certified training<\/a><\/p>\n\n<\/main>\n<section class=\"faq-section\">\n  <div class=\"container\">\n    <h2>\u2753 FAQ \u2014 Autism and Emotion Recognition<\/h2>\n\n    <div class=\"faq-item\">\n      <h4>1. Do autistic people feel emotions less?<\/h4>\n      <p>No, and this is a very widespread misconception. Autistic people feel emotions, often even with great intensity. What may differ is the way they identify, name, and decode the emotions of others. The difficulty lies in the cognitive processing of emotions, not in their existence or depth. Many autistic people, on the contrary, describe a very strong emotional sensitivity, sometimes overwhelming.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>2. At what age can an emotion recognition test be used?<\/h4>\n      <p>The Emotion Recognition Test is designed to be widely accessible, for both children and adults. For a young child, it is best to use it accompanied by an adult, in a relaxed and supportive environment, without making it a performance issue. The goal is never to \"succeed\" but to observe how the person decodes emotions, in order to better support them afterwards.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>3. Does a poor result on the test mean my child is autistic?<\/h4>\n      <p>Absolutely not. A lower result simply indicates an area where support could be helpful and where further exploration may make sense. Many reasons, unrelated to autism, can influence the decoding of emotions: fatigue, stress, age, an attention disorder, alexithymia. Only a multidisciplinary professional assessment can establish a diagnosis. The test is a starting point, never a conclusion.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>4. What is alexithymia and what is its link to autism?<\/h4>\n      <p>Alexithymia refers to a difficulty in identifying and describing one's own emotions, and in distinguishing them from bodily sensations. It is not specific to autism \u2014 it exists in the general population \u2014 but it is much more common there: synthesis studies estimate that about half of autistic people also present it. Some of the emotional difficulties observed in autism may actually be related to this co-occurring alexithymia rather than to autism itself, which explains the great diversity of profiles.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>5. Can we really improve emotion recognition?<\/h4>\n      <p>Yes. Emotion recognition is a skill that develops and can therefore be supported and trained at any age. Support consists of making emotional cues explicit, providing stable visual supports, and practicing regularly in a supportive environment. The goal is not to \"become neurotypical,\" but to equip oneself with markers that make the social world more readable and less exhausting. Consistency matters more than intensity.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>6. What tools should be prioritized to start at home?<\/h4>\n      <p>It is better to start with a single simple tool and use it regularly. The emotion thermometer is often an excellent starting point: it helps to name and locate the intensity of what one feels. The choice wheel complements the setup well for managing difficult moments. The facial expression decoder is useful for practicing face decoding. The key is to establish a stable ritual before gradually enriching the toolbox.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>7. How can a healthcare professional use this test?<\/h4>\n      <p>For a professional \u2014 speech therapist, psychologist, educator, caregiver \u2014 the test can serve as a starting point for assessment, an element to integrate into a broader observation, or a support for dialogue with the family. It obviously does not replace validated clinical tools, but it offers a first tangible indicator and a non-intimidating entry point for the person being supported. It can also be reused over time to track the progress of targeted work.<\/p>\n    <\/div>\n\n    <div class=\"faq-item\">\n      <h4>8. My adult relative wonders if they are autistic: where to start?<\/h4>\n      <p>A late diagnosis is common, especially in women, and is often experienced as a liberating step. To start without pressure, the emotion recognition test can provide a first concrete reference. The next step is to discuss it with a professional \u2014 general practitioner, psychologist, neuropsychologist, or specialized resource center \u2014 who can guide towards an appropriate evaluation. Keeping a diary of observations and bringing the test results greatly facilitates this first consultation.<\/p>\n    <\/div>\n  <\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"cta-block\">\n  <h3>\ud83d\ude80 Take the first step today<\/h3>\n  <p>The <strong>Emotion Recognition Test<\/strong> is free, quick, and does not require registration. It is a simple and caring guide for families as well as for professionals \u2014 a starting point to better understand and better support. Then choose the DYNSEO app suitable for the profile of the person concerned.<\/p>\n  <div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/test-de-reconnaissance-des-emotions\/\" class=\"btn-white\">Access the test \u2192<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\" class=\"btn-outline\">See all cognitive tests<\/a>\n  <\/div>\n<\/div>\n<\/div>\n\n<footer>\n  <p>DYNSEO \u2014 Specialist in cognitive stimulation, neurodiversity, and professional training in health \u00b7 Paris 75015 \u00b7 Qualiopi N\u00b0 11757351875<\/p>\n  <div class=\"footer-links\">\n    <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">Our tests<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">Our tools<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">Our training<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/\">dynseo.com<\/a>\n  <\/div>\n<\/footer>\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-717811","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Autism and Emotion Recognition: Using Cognitive Tests for Better Support - DYNSEO - Educational apps &amp; 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