{"id":720280,"date":"2026-06-25T16:10:54","date_gmt":"2026-06-25T14:10:54","guid":{"rendered":"https:\/\/www.dynseo.com\/communication-non-verbale-et-fonctions-cognitives-exercices-adaptes-dynseo-2\/"},"modified":"2026-06-25T16:18:16","modified_gmt":"2026-06-25T14:18:16","slug":"nonverbal-communication-and-cognitive-functions-adapted-exercises-dynseo","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/nonverbal-communication-and-cognitive-functions-adapted-exercises-dynseo\/","title":{"rendered":"Nonverbal Communication and Cognitive Functions: Adapted Exercises &#8211; DYNSEO"},"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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30px;margin-bottom:14px;box-shadow:var(--shc)}\n.dbi-art-b4aad5 .faq-item h4 {font-size:15px;color:var(--blue);font-family:'Montserrat',sans-serif;margin-bottom:12px}\n.dbi-art-b4aad5 .faq-item p {font-size:14px;margin:0;line-height:1.75}\n.dbi-art-b4aad5 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:40px 24px;text-align:center}\n.dbi-art-b4aad5 footer p {font-size:13px;color:rgba(255,255,255,.78);margin-bottom:16px}\n.dbi-art-b4aad5 .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-b4aad5 .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-b4aad5\">\n<header class=\"hero\">\n<div class=\"hero-tag\">\ud83d\udde3\ufe0f Non-verbal Communication \u00b7 Cognitive Functions \u00b7 Exercises<\/div>\n<h1>Non-verbal Communication and Cognitive Functions: Adapted Exercises<\/h1>\n<pee class=\"hero-sub\">Before words, there are looks, gestures, facial expressions, tone. Non-verbal communication relies on specific cognitive functions that can be understood, supported, and trained. This guide offers benchmarks and adapted exercises, for families as well as for professionals.<\/pee>\n<\/header>\n<p><main class=\"container\"><\/p>\n<div class=\"intro-box\"><pee>Communication is not limited to words. A large part of what we exchange comes through the non-verbal: facial expressions, looks, gestures, posture, distance, tone of voice, rhythm. This non-verbal communication is the foundation on which all relationships are built, and it even precedes language in young children. However, understanding and producing these signals is not straightforward: it involves complex cognitive functions \u2014 attention, perception, memory, social cognition, executive functions, emotional regulation. For many people \u2014 children or adults with autism spectrum disorder, disabilities, neurological sequelae, or simply difficulties in social cognition \u2014 decoding a face, interpreting a gesture, or adjusting one&#8217;s own non-verbal behavior can be a real challenge. The good news is that these skills can be supported and trained, at any age, through adapted and caring exercises. This guide explores the link between non-verbal communication and cognitive functions: what non-verbal really is, which functions it mobilizes, why it can be difficult, and especially which concrete exercises allow for its development. A resource designed for families supporting a loved one, as well as for professionals seeking intervention strategies. Because better communicating without words opens doors to others and to the world.<\/pee><\/div>\n<h2>1. Understanding Non-verbal Communication<\/h2>\n<h3>1.1 What is Non-verbal Communication?<\/h3>\n<pee>Non-verbal communication refers to all the messages we exchange without resorting to words. It includes many channels: facial expressions (joy, anger, surprise, sadness), looks (eye contact, direction of gaze), gestures (pointing, signaling, illustrating), posture and body movements, interpersonal distance, touch, and the non-verbal aspects of voice (intonation, rhythm, volume \u2014 what is called paraverbal). All these signals, often unconscious, accompany, nuance, complement, or sometimes contradict words.<\/pee>\n<pee>The non-verbal plays a fundamental role in human communication. It expresses emotions, regulates exchanges (knowing when to speak, when to listen), gives meaning to words, and weaves relational ties. In young children, long before language, it is through the non-verbal \u2014 looks, smiles, gestures, vocalizations \u2014 that communication with those around them is established. And throughout life, even when language is perfectly mastered, the non-verbal remains omnipresent and decisive: we instantly perceive a loved one&#8217;s emotional state from their face or posture, often before they say a word. Understanding that communication is primarily, and largely, non-verbal changes the perspective on communication difficulties: working on the non-verbal means acting at the root of the connection.<\/pee>\n<div class=\"stats-grid\">\n<div class=\"stat-card blue\">\n    <span class=\"stat-num\">Before words<\/span><br \/>\n    <span class=\"stat-label\">Non-verbal precedes and underpins language<\/span>\n  <\/div>\n<div class=\"stat-card teal\">\n    <span class=\"stat-num\">Multichannel<\/span><br \/>\n    <span class=\"stat-label\">Face, gaze, gestures, posture, voice, distance<\/span>\n  <\/div>\n<div class=\"stat-card pink\">\n    <span class=\"stat-num\">Cognitive<\/span><br \/>\n    <span class=\"stat-label\">Decoding non-verbal signals mobilizes several functions<\/span>\n  <\/div>\n<div class=\"stat-card yellow\">\n    <span class=\"stat-num\">Trainable<\/span><br \/>\n    <span class=\"stat-label\">These skills support and can be developed<\/span>\n  <\/div>\n<\/div>\n<h3>1.2 The cognitive functions mobilized by non-verbal communication<\/h3>\n<pee>Decoding and producing non-verbal signals is not automatic: it is a complex cognitive process that mobilizes several functions. Perception and attention first: one must notice the signal (a change in expression, a gesture), select it from numerous pieces of information, and pay attention to it. Social cognition next: interpreting what this signal means, attributing an emotion or intention to others \u2014 what is called theory of mind, the ability to represent the mental states of others. Memory also plays a role: recognizing an expression requires comparing it to memorized patterns.<\/pee>\n<pee>Executive functions play a major role: inhibiting an impulsive reaction, adjusting behavior to the context, shifting from one signal to another with flexibility, planning a response. Finally, emotional regulation is central: to finely decode another&#8217;s emotion and respond appropriately, one must be able to manage their own emotions. All these functions work together, in a fraction of a second, during the slightest exchange. That is why a difficulty in one of them \u2014 attention, social cognition, emotional regulation \u2014 can impact non-verbal communication. And that is also why training non-verbal communication is actually about engaging and strengthening a whole set of cognitive functions, in a virtuous circle.<\/pee>\n<div class=\"teal-box\"><pee>\ud83d\udc49 A key idea of this guide: <strong>non-verbal communication and cognitive functions are closely linked.<\/strong> Decoding a face or adjusting a gesture mobilizes attention, social cognition, memory, executive functions, and emotional regulation. Working on non-verbal communication therefore trains these functions \u2014 and strengthening these functions improves communication.<\/pee><\/div>\n<h3>1.3 When non-verbal communication is difficult<\/h3>\n<pee>For some people, understanding and producing non-verbal signals represents a lasting challenge. This is particularly true for individuals with autism spectrum disorder, where decoding facial expressions, gaze, or the intentions of others can be laborious, and the production of atypical non-verbal signals. This is also the case after certain neurological impairments (sequelae of Stroke, trauma), of disorders affecting social cognition or executive functions, or among individuals with difficulties in emotional regulation that interfere with signal reading.<\/pee>\n<pee>These difficulties have concrete and sometimes heavy consequences: frequent misunderstandings, feelings of being misunderstood or not understanding others, unintentional social awkwardness, isolation, anxiety, frustration. A person who does not decode that a conversation partner is annoyed, or who cannot express non-verbally what they feel, finds themselves in a constant mismatch, which weighs on their relationships and self-esteem. It is essential to understand that these difficulties do not reflect a lack of intelligence or a lack of desire to communicate: they pertain to cognitive functioning. Naming and understanding them allows for moving away from judgment (\u201che is rude,\u201d \u201cshe is not making an effort\u201d) towards support. And this is precisely where tailored exercises, focused on the functions at play, can make a real difference.<\/pee>\n<h2>2. Supporting non-verbal communication: the principles<\/h2>\n<pee>Before the exercises, a posture. The table below summarizes what helps \u2014 and what hinders \u2014 when supporting a person with non-verbal communication difficulties.<\/pee>\n<div class=\"before-after\">\n<div class=\"ba-col before\">\n<h5>\u2717 What is better to avoid<\/h5>\n<ul>\n<li>Interpreting an awkwardness as bad will<\/li>\n<li>Forcing eye contact or \u201cnormal\u201d behavior<\/li>\n<li>Overloading the person with signals and instructions<\/li>\n<li>Working out of context, mechanically<\/li>\n<li>Neglecting emotions and regulation<\/li>\n<li>Aiming for performance rather than connection<\/li>\n<\/ul><\/div>\n<div class=\"ba-col after\">\n<h5>\u2713 What this guide offers<\/h5>\n<ul>\n<li>Understand difficulty as cognitive, without judgment<\/li>\n<li>Respect the rhythm and comfort of the person<\/li>\n<li>Simplify, clarify, make signals readable<\/li>\n<li>Anchor exercises in concrete situations<\/li>\n<li>Work on emotions at the same time as signals<\/li>\n<li>Aim for connection, pleasure, and success<\/li>\n<\/ul><\/div>\n<\/div>\n<h3>2.1 A caring and respectful posture<\/h3>\n<pee>The first principle to support non-verbal communication is a caring posture, which considers difficulty as cognitive and not as a lack of will or education. This understanding changes everything: we stop correcting or judging to support and equip. The second principle is to respect the rhythm and comfort of the person. Some common practices, such as forcing eye contact with an autistic person for whom it is uncomfortable, can be counterproductive or even painful. The goal is not to make the person &#8220;normal&#8221; according to dominant social codes, but to give them tools to understand and be understood, respecting their functioning.<\/pee>\n<pee>The third principle is to make signals readable and explicit. Where non-verbal communication is, for most people, implicit and intuitive, it is often useful, for a person in difficulty, to make it explicit: name emotions, explain signals, break down what is happening in an exchange. The fourth principle is to anchor the work in concrete and meaningful situations: a signal worked in a vacuum is unlikely to be reused, whereas a signal worked in a real and motivating context is anchored durably. Finally, the fifth principle is to always keep in mind that the goal is not performance, but connection: communicate better to relate, to be understood, to understand others. This posture, which combines caring, respect, explicitness, and concrete anchoring, is the foundation on which all the following exercises rest.<\/pee>\n<h3>2.2 Emotions and non-verbal: a joint effort<\/h3>\n<pee>We cannot separate the work on non-verbal communication from that on emotions. Most non-verbal signals \u2014 facial expressions, tone of voice, posture \u2014 express or betray emotions. Decoding the non-verbal is therefore largely about decoding emotions; and producing appropriate non-verbal signals requires regulating one&#8217;s own emotions. Working on one without the other makes little sense.<\/pee>\n<pee>Concretely, supporting non-verbal communication involves a joint effort on recognizing emotions (identifying joy, anger, fear, sadness, surprise on a face or in a voice), expressing emotions (learning to show what one feels in a readable way), and emotional regulation (managing one&#8217;s emotions so they do not interfere with communication). A person overwhelmed by a strong emotion cannot finely decode the signals of others, nor produce appropriate signals: they are overwhelmed. That is why tools for identifying and regulating emotions are valuable allies in the work on the non-verbal. Helping a person put words to what they feel, recognize their own states, and have strategies to return to calm gives them the means to communicate more serenely and accurately. Emotions and non-verbal communication thus form an inseparable whole that should be worked on together.<\/pee>\n<div class=\"pink-box\"><pee><strong>\u26a0\ufe0f Additional support from professionals.<\/strong> Difficulties in non-verbal communication, when significant or lasting, deserve evaluation and support from qualified professionals (speech therapist, psychologist, neuropsychologist, psychomotrician, doctor). This guide offers guidelines and exercises aimed at support, but it does not replace an assessment or specialized care. The proposed exercises are intended to complement the care pathway, never to replace it. In case of marked difficulties, it is essential to consult a professional for an appropriate evaluation and support.<\/pee><\/div>\n<h2>3. Who are these exercises for?<\/h2>\n<pee>These exercises and guidelines are aimed at all individuals facing, closely or remotely, difficulties in non-verbal communication. Families \u2014 parents of a child with autism or presenting social cognition difficulties, relatives of a person with neurological sequelae \u2014 will find concrete avenues to support daily life. Professionals \u2014 speech therapists, psychologists, psychomotricians, educators, specialized teachers, healthcare and medico-social professionals \u2014 will find ideas for activities to adapt to their practice. The exercises are presented in an accessible way, but must always be adjusted to the profile and comfort of each individual.<\/pee>\n<pee>Why such a diversity of audiences? Because difficulties in non-verbal communication concern very varied profiles, and because their support is, once again, a team effort. When the family supports daily what professionals work on in sessions, when everyone understands the stakes and applies consistent principles, the person progresses in a supportive environment. Conversely, contradictory approaches or purely &#8220;technical&#8221; work disconnected from daily life limit progress. It is this shared understanding of the stakes of the non-verbal that this guide seeks to disseminate.<\/pee>\n<div class=\"modality-grid\">\n<div class=\"modality-card m1\">\n<h5>\ud83d\udc6a Families<\/h5>\n<div class=\"mc-for\">Parents \u00b7 Relatives<\/div>\n<pee>Support daily recognition of emotions and signals, in connection with professionals.<\/pee>\n  <\/div>\n<div class=\"modality-card m2\">\n<h5>\ud83d\udde3\ufe0f Speech therapists<\/h5>\n<div class=\"mc-for\">Communication<\/div>\n<pee>Work on non-verbal and pragmatics with varied and concrete supports.<\/pee>\n  <\/div>\n<div class=\"modality-card m3\">\n<h5>\ud83e\udde0 Psychologists &#038; neuropsychologists<\/h5>\n<div class=\"mc-for\">Social cognition<\/div>\n<pee>Evaluate and train social cognition, theory of mind, regulation.<\/pee>\n  <\/div>\n<div class=\"modality-card m4\">\n<h5>\ud83e\udd38 Psychomotricians &#038; educators<\/h5>\n<div class=\"mc-for\">Body \u00b7 Posture<\/div>\n<pee>Work on the body, posture, gesture, and non-verbal expression.<\/pee>\n  <\/div>\n<div class=\"modality-card m5\">\n<h5>\ud83c\udfeb Specialized teachers<\/h5>\n<div class=\"mc-for\">Inclusion<\/div>\n<pee>Support social skills and communication in a school context.<\/pee>\n  <\/div>\n<\/div>\n<h2>4. Adapted exercises, function by function<\/h2>\n<h3>4.1 Targeting the right function<\/h3>\n<pee>To be effective, non-verbal communication exercises should specifically target the cognitive functions at play. Instead of vague and general work, it is about identifying where the difficulty lies \u2014 perception and attention to signals, recognition of emotions, interpretation of intentions, non-verbal expression, emotional regulation \u2014 and proposing activities tailored to each target. This targeted, progressive approach grounded in concrete situations is much more effective than scattered training.<\/pee>\n<pee>The guiding principle is progression: one starts with simple, controlled, and explicit situations before moving on to more complex, natural, and nuanced situations. For example, one can first work on recognizing very marked emotions in static images, then in videos, and then in real exchanges; or start by naming an emotion before having to interpret it in an ambiguous context. The table below presents the main functions to work on, the type of adapted exercises, and the intended objective \u2014 a reading grid to build a structured and progressive support, of course to be adjusted to each person&#8217;s profile and in connection with professionals.<\/pee>\n<table class=\"dynseo-table\">\n<thead>\n<tr>\n<th>Function to work on<\/th>\n<th>Type of exercises<\/th>\n<th>Objective<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td><strong>Perception &#038; attention<\/strong><\/td>\n<td>Identify a signal, an expression, a change<\/td>\n<td><span class=\"badge badge-blue\">Notice<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>Recognition of emotions<\/strong><\/td>\n<td>Identify an emotion on a face, a voice, a posture<\/td>\n<td><span class=\"badge badge-blue\">Decode<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>Social cognition<\/strong><\/td>\n<td>Interpret an intention, an implication, a context<\/td>\n<td><span class=\"badge badge-green\">Understand<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>Non-verbal expression<\/strong><\/td>\n<td>Produce an appropriate gesture, facial expression, tone<\/td>\n<td><span class=\"badge badge-green\">Express oneself<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>Emotional regulation<\/strong><\/td>\n<td>Identify and calm one&#8217;s emotions to communicate better<\/td>\n<td><span class=\"badge badge-green\">Regulate<\/span><\/td>\n<\/tr>\n<tr>\n<td><strong>Role-playing<\/strong><\/td>\n<td>Role plays, social scenarios, real exchanges<\/td>\n<td><span class=\"badge badge-blue\">Transfer<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3>4.2 An essential focus: role plays and social scenarios<\/h3>\n<pee>Among all the exercises, role plays and social scenarios hold a privileged place, as they allow for transfer to real life \u2014 the most difficult but most decisive step. Working on recognizing emotions in images is useful, but does not guarantee that the person will be able to decode an emotion in a real exchange, which is faster, nuanced, and charged with stakes. Role plays bridge the gap: they recreate social situations in a secure setting, where one can practice, make mistakes without consequences, restart, and progress.<\/pee>\n<pee>Specifically, one can reenact everyday situations (greeting someone, understanding that a conversation partner wants to leave, asking for help, managing a disagreement), by making explicit the non-verbal signals at play and breaking them down together. Social scenarios \u2014 simple narratives describing a situation and the expected behaviors \u2014 help anticipate and understand social situations before experiencing them. The interest of these approaches is to combine all functions at once (perception, interpretation, expression, regulation) in a meaningful context, and to concretely prepare the person for situations they will encounter. For them to be effective, these role plays must remain supportive, without failure, adapted to the person&#8217;s pace, and ideally linked to situations they are actually experiencing. Conducted this way, they are a powerful lever to transform skills worked on &#8220;cold&#8221; into abilities that can be mobilized in real life.<\/pee>\n<h2>5. Tools and applications for practice<\/h2>\n<h3>5.1 Concrete supports for emotions and signals<\/h3>\n<pee>Several concrete tools effectively support work on non-verbal communication and emotions. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">Emotion Thermometer<\/a> helps identify and grade what one feels \u2014 a prerequisite for both expressing one&#8217;s own emotions and for regulation. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-outils-formation-dynseo\/\">Choice Wheel<\/a> supports decision-making and offers options for response or calming. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/asd-sensory-needs-map\/\">Sensory Needs Map<\/a> helps understand and express needs that, if unmet, hinder communication. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/warning-signs-card-dynseo-training\/\">Alert Signals Map<\/a> and the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/tsa-crisis-management-plan\/\">Crisis Management Plan<\/a> help identify the rise of an emotion and respond before it overflows.<\/pee>\n<pee>The value of these supports is to make visible and explicit what usually remains implicit and internal. For a person struggling with emotions and non-verbal cues, having a concrete support \u2014 an image to point to, a scale to show, a card to use \u2014 provides a reassuring and structuring anchor. These tools mediate communication: they provide a way to express what one cannot say or show otherwise, and a framework to decode what is happening. Used regularly, without pressure, they become reference points that the person can appropriate and mobilize increasingly autonomously. The <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">complete DYNSEO tools catalog<\/a> allows for choosing the most suitable supports for each profile.<\/pee>\n<div class=\"resource-grid\">\n<div class=\"resource-card\">\n<h5>\ud83c\udf21\ufe0f Emotion thermometer<\/h5>\n<pee>Identify and gauge what one feels, the basis of expression and regulation.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/emotion-thermometer\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"resource-card\">\n<h5>\ud83c\udfaf Choice wheel<\/h5>\n<pee>Offer response or calming options, support decision-making.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-outils-formation-dynseo\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"resource-card\">\n<h5>\ud83e\udde9 Sensory needs map<\/h5>\n<pee>Understand and express needs that hinder communication.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/asd-sensory-needs-map\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"resource-card\">\n<h5>\ud83d\udea8 Alert signals map<\/h5>\n<pee>Spot the rise of an emotion before it overflows.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/warning-signs-card-dynseo-training\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"resource-card\">\n<h5>\ud83e\uddef Crisis management plan<\/h5>\n<pee>Anticipate and structure the response to a crisis.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/tsa-crisis-management-plan\/\">Discover \u2192<\/a>\n  <\/div>\n<div class=\"resource-card\">\n<h5>\ud83e\uddf0 Complete catalog<\/h5>\n<pee>All DYNSEO support tools.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">See all tools \u2192<\/a>\n  <\/div>\n<\/div>\n<h3>5.2 Applications for cognitive stimulation and communication<\/h3>\n<pee>DYNSEO applications complement these resources by playfully training the cognitive functions that underlie non-verbal communication. For children, <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> offers activities for attention, memory, logic, and recognition that engage fine perception and cognition. For adults, particularly in the context of neurological sequelae or mental health, <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a> trains attention, memory, and executive functions, all involved in decoding signals. Especially when verbal communication is difficult or absent, <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a> is a valuable alternative and augmentative communication tool: it allows expressing a need, an emotion, an intention using images and symbols, thus supporting the connection where words are lacking.<\/pee>\n<pee>These applications are not a treatment, but training and communication supports, to be used without performance pressure and in addition to human and professional support. Their playful dimension is valuable: it maintains motivation and transforms training into pleasure, which fosters engagement and progress. To go further and benefit from personalized advice, the <a href=\"https:\/\/www.dynseo.com\/en\/coach-ia-english\/\">AI Coach<\/a> can assist families and professionals in implementing tailored work. Combined with the concrete resources and exercises described above, these digital tools offer a rich array to coherently and motivatingly support non-verbal communication and the cognitive functions that underlie it.<\/pee>\n<div class=\"appli-grid\">\n<div class=\"appli-card\">\n<h5>\ud83d\udfe5 MY DICTIONARY \u2014 Communication (key here)<\/h5>\n<pee>Alternative communication through images and symbols: express a need, an emotion, an intention when words are lacking.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Discover MY DICTIONARY \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n<h5>\ud83d\udfe9 COCO \u2014 Children<\/h5>\n<pee>Attention, memory, logic, recognition: train the functions that underlie non-verbal communication.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">Discover COCO \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n<h5>\ud83d\udfe6 CLINT \u2014 Adults<\/h5>\n<pee>Attention, memory, executive functions, useful for decoding signals, in a neuro or mental health context.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Discover CLINT \u2192<\/a>\n  <\/div>\n<div class=\"appli-card\">\n<h5>\ud83e\udd16 AI Coach<\/h5>\n<pee>Personalized advice to build tailored support.<\/pee>\n    <a href=\"https:\/\/www.dynseo.com\/en\/coach-ia-english\/\">Discover the AI Coach \u2192<\/a>\n  <\/div>\n<\/div>\n<div class=\"hl\">\n<h4>\ud83e\uddea Identify the cognitive functions at play<\/h4>\n<pee>Understanding which functions are fragile helps to target the work. Tests of <a href=\"https:\/\/www.dynseo.com\/en\/concentration-and-attention-test\/\">concentration and attention<\/a>, <a href=\"https:\/\/www.dynseo.com\/en\/memory-test\/\">memory<\/a>, or <a href=\"https:\/\/www.dynseo.com\/en\/executive-function-testing\/\">executive functions<\/a> provide an initial identification. These <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">DYNSEO tests<\/a> are indicative and never replace the assessment conducted by qualified health professionals.<\/pee>\n<\/div>\n<h2>6. Bringing these exercises into daily life<\/h2>\n<h3>6.1 Integrating work into real life<\/h3>\n<pee>The greatest challenge of working on non-verbal communication is transferring it to daily life. Skills practiced only in sessions or on screen may remain confined to that setting. For them to take root, they must be lived in everyday situations that are real and meaningful. This means integrating work into ordinary moments: naming emotions throughout the day, commenting on the expressions of characters in a book or movie, explaining non-verbal signals in family interactions, taking advantage of a real social situation to decode together what is happening.<\/pee>\n<pee>This integration into daily life multiplies the effectiveness of formal work. A child who learns to recognize anger on a face in a session will progress much faster if, at home, opportunities are seized to name and comment on real emotions. Regularity, repetition in varied contexts, and coherence among different stakeholders (family, professionals) are the keys to generalization. It is less about multiplying formal exercises than about creating an environment rich in natural opportunities to practice, in a logic of pleasure and connection rather than lesson. This is where collaboration between family and professionals makes perfect sense: when everyone seizes everyday opportunities to reinforce what is being worked on, the person progresses in all their living environments.<\/pee>\n<h3>6.2 Patience, appreciation, and connection<\/h3>\n<pee>Supporting non-verbal communication is a long-term effort that requires patience and consistency. Progress is often slow, irregular, marked by advances and setbacks. It is essential not to get discouraged, to celebrate small progress, and to keep in mind that every step counts. Appreciation is crucial here: a person struggling with communication has often accumulated experiences of failure and misunderstanding that have undermined their confidence. Recognizing their efforts, highlighting even the smallest successes, and showing them that they are making progress nourishes their motivation and self-esteem.<\/pee>\n<pee>Finally, it is important never to lose sight of the ultimate goal, which is not technical performance, but connection. Communicating better means being able to relate, to be understood, to understand others, to break out of isolation, to share moments. It is this relational and human purpose that should guide all the work. An exercise that creates shared pleasure and connection is worth more than a perfectly executed exercise that is experienced as a constraint. To support this approach over time, and to place it within a broader understanding of disorders and support, <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">DYNSEO training<\/a> can provide families and professionals with valuable insights. Supporting non-verbal communication ultimately means supporting the encounter with the other \u2014 one of the most beautiful objectives there is.<\/pee>\n<h3>6.3 The central role of play and shared pleasure<\/h3>\n<pee>An element too often underestimated in working on non-verbal communication is the power of play. Play is not just a simple side entertainment: it is one of the most favorable contexts for learning social and emotional skills at any age. In play, the person is relaxed, motivated, engaged; the stakes of success or failure fade in favor of the pleasure of acting together. It is precisely in this climate that non-verbal signals are exchanged most naturally: a board game requires reading the reactions of others, waiting for one&#8217;s turn, understanding intentions; a charades game directly works on the expression and reading of gestures and emotions; a cooperative game develops adjustment to the other.<\/pee>\n<pee>For families as well as for professionals, integrating play into work on communication therefore offers a double benefit: one trains demanding skills in a setting where the person is fully available, and at the same time strengthens the connection \u2014 which is, let\u2019s remember, the ultimate goal of all this work. Shared pleasure creates positive memories associated with communication, which is particularly valuable for a person who has accumulated difficult social experiences. Playing together, laughing together, succeeding together: these moments weave a relationship that becomes a learning ground in itself. Rather than opposing the &#8220;seriousness&#8221; of work and the &#8220;lightness&#8221; of play, it is therefore appropriate to recognize play as a legitimate work tool, and one of the most powerful. An exercise that takes the form of a pleasant game has infinitely more chances of being repeated, invested in, and transferred to real life than an exercise experienced as a constraint.<\/pee>\n<pee>Ultimately, supporting non-verbal communication is not a matter of sophisticated techniques reserved for specialists: it is a shared attention, made of patience and kindness, that unfolds in a thousand gestures of daily life. Every named emotion, every explained signal, every shared game is a small stone added to the edifice. And this edifice is the person&#8217;s ability to relate, to feel understood, and to understand others \u2014 in other words, to no longer be alone.<\/pee>\n<div class=\"tip-box\"><pee><strong>\ud83d\udca1 Good to know:<\/strong> the best &#8220;exercise&#8221; of non-verbal communication is often everyday life itself. Naming emotions throughout the day, commenting on faces in a book or a movie, explaining what is happening in an exchange: these simple gestures, repeated with kindness, often count for more than long formal sessions. The essential thing is regularity, pleasure, and connection.<\/pee><\/div>\n<div class=\"cta-block\">\n<h3>\ud83d\udde3\ufe0f Support communication beyond words<\/h3>\n<pee>Understanding the functions at play, proposing targeted and kind exercises, relying on the right tools: non-verbal communication can be worked on at any age. Give your loved one or your patient the means to better understand and to be understood.<\/pee>\n<div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\" class=\"btn-white\">Discover MY DICTIONARY<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\" class=\"btn-outline\">Our tools<\/a>\n  <\/div>\n<\/div>\n<p><\/main><\/p>\n<section class=\"faq-section\">\n<div class=\"container\">\n<h2>\u2753 Frequently Asked Questions<\/h2>\n<div class=\"faq-item\">\n<h4>What is non-verbal communication?<\/h4>\n<pee>It is the set of messages we exchange without using words: facial expressions, gaze, gestures, posture, body movements, distance, touch, and non-verbal aspects of voice (intonation, rhythm, volume). Often unconscious, these signals accompany, nuance, complement, or sometimes contradict words. The non-verbal plays a fundamental role: it expresses emotions, regulates exchanges, gives meaning to words, and weaves connections. In young children, it even precedes language. Throughout life, it remains omnipresent and crucial in human communication.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>What cognitive functions are engaged by the non-verbal?<\/h4>\n<pee>Decoding and producing non-verbal signals engages several functions that work together: perception and attention (noticing the signal), emotion recognition (identifying it), social cognition and theory of mind (interpreting others&#8217; intentions), memory (comparing to known models), executive functions (inhibiting, adjusting, planning a response), and emotional regulation (managing one&#8217;s own emotions to better decode and respond). A difficulty in one of these functions can impact non-verbal communication. Conversely, working on the non-verbal engages and strengthens all of these functions.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>Why do some people have difficulties with the non-verbal?<\/h4>\n<pee>These difficulties particularly concern individuals with autism spectrum disorder (decoding expressions, gaze, intentions), neurological sequelae, disorders affecting social cognition or executive functions, or difficulties in emotional regulation. The consequences can be severe: misunderstandings, feelings of incomprehension, social awkwardness, isolation, anxiety. It is essential to understand that these difficulties do not reflect a lack of intelligence or desire to communicate: they stem from cognitive functioning. Understanding them allows for moving away from judgment and entering into support, with targeted exercises.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>Can non-verbal communication really be improved?<\/h4>\n<pee>Yes. Like the cognitive functions that underlie it, non-verbal communication can be supported and trained at any age, thanks to the brain&#8217;s plasticity. The condition is to offer adapted exercises, targeted at the functions in difficulty, progressive, and grounded in concrete situations. One starts with simple and explicit situations before moving on to more complex and natural ones. Progress is often slow and irregular, but real. The goal is not to make the person &#8220;normal&#8221; according to dominant social codes, but to give them tools to understand and be understood, respecting their functioning.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>Should eye contact be forced with an autistic person?<\/h4>\n<pee>No, it is generally discouraged. For many autistic individuals, eye contact is uncomfortable, even intrusive, and forcing it can be counterproductive and a source of stress. The goal of support is not to make the person conform to dominant social codes, but to provide them with means to communicate while respecting their functioning. A caring posture that respects the person&#8217;s pace and comfort is prioritized, and communication is worked on differently (emotion recognition, visual supports, alternative communication) rather than imposing an uncomfortable behavior. This support should always be coordinated with the professionals who follow the person.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>What is the link between emotions and non-verbal communication?<\/h4>\n<pee>It is close and inseparable. Most non-verbal signals \u2014 facial expressions, tone of voice, posture \u2014 express or betray emotions. Decoding the non-verbal is therefore largely about decoding emotions; and producing appropriate signals requires regulating one&#8217;s own emotions. A person overwhelmed by a strong emotion cannot finely decode others&#8217; signals nor produce appropriate signals. That is why working on the non-verbal must be accompanied by work on the recognition, expression, and regulation of emotions. Supports like an emotion thermometer or a choice wheel are valuable allies for this joint work.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>What concrete exercises can be proposed?<\/h4>\n<pee>We target the function in difficulty with progressive exercises: identifying a signal or expression (perception\/attention), recognizing an emotion on a face, voice, or posture (recognition), interpreting an intention or context (social cognition), producing an appropriate gesture or mimic (expression), and calming one&#8217;s emotions to communicate better (regulation). Role-playing and social scenarios are particularly valuable as they allow for transfer to real life: we reenact everyday situations in a secure setting. The essential thing is to anchor the work in concrete situations and integrate it into daily life, in a logic of pleasure and connection rather than a lesson.<\/pee>\n    <\/div>\n<div class=\"faq-item\">\n<h4>Do these exercises replace professional support?<\/h4>\n<pee>No. Difficulties in non-verbal communication, when significant or lasting, deserve evaluation and support from qualified professionals (speech therapist, psychologist, neuropsychologist, psychomotor therapist, doctor). The guidelines and exercises proposed here aim to support and complement the care pathway, never to replace it. The most effective approach is to coordinate the work of professionals in sessions with coherent daily support from the family. In cases of marked difficulties, it is essential to consult a professional for an evaluation and support tailored to the individual&#8217;s profile.<\/pee>\n    <\/div>\n<\/p><\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"cta-block\">\n<h3>\ud83c\udf1f Open doors to others<\/h3>\n<pee>With adapted exercises, concrete tools, and DYNSEO applications, support non-verbal communication and the cognitive functions that underlie it \u2014 to better understand, better be understood, and strengthen the bond with others.<\/pee>\n<div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\" class=\"btn-white\">Discover MY DICTIONARY<\/a><br \/>\n    <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\" class=\"btn-outline\">Our cognitive tests<\/a>\n  <\/div>\n<\/div>\n<\/div>\n<footer>\n  <pee>DYNSEO \u2014 Specialist in cognitive stimulation and communication \u00b7 Paris 75015<\/pee>\n<div class=\"footer-links\">\n    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{font-size:15px;color:var(--blue);font-family:'Montserrat',sans-serif;margin-bottom:12px}\n.dbi-art-b4aad5 .faq-item p {font-size:14px;margin:0;line-height:1.75}\n.dbi-art-b4aad5 footer {background:linear-gradient(135deg,var(--blue),var(--blue-dark));color:#fff;padding:40px 24px;text-align:center}\n.dbi-art-b4aad5 footer p {font-size:13px;color:rgba(255,255,255,.78);margin-bottom:16px}\n.dbi-art-b4aad5 .footer-links {display:flex;justify-content:center;gap:10px;flex-wrap:wrap}\n.dbi-art-b4aad5 .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-b4aad5\">\n<header class=\"hero\">\n  <div class=\"hero-tag\">\ud83d\udde3\ufe0f Non-verbal Communication \u00b7 Cognitive Functions \u00b7 Exercises<\/div>\n  <h1>Non-verbal Communication and Cognitive Functions: Adapted Exercises<\/h1>\n  <p class=\"hero-sub\">Before words, there are looks, gestures, facial expressions, tone. Non-verbal communication relies on specific cognitive functions that can be understood, supported, and trained. This guide offers benchmarks and adapted exercises, for families as well as for professionals.<\/p>\n<\/header>\n\n<main class=\"container\">\n\n<div class=\"intro-box\"><p>Communication is not limited to words. A large part of what we exchange comes through the non-verbal: facial expressions, looks, gestures, posture, distance, tone of voice, rhythm. This non-verbal communication is the foundation on which all relationships are built, and it even precedes language in young children. However, understanding and producing these signals is not straightforward: it involves complex cognitive functions \u2014 attention, perception, memory, social cognition, executive functions, emotional regulation. For many people \u2014 children or adults with autism spectrum disorder, disabilities, neurological sequelae, or simply difficulties in social cognition \u2014 decoding a face, interpreting a gesture, or adjusting one's own non-verbal behavior can be a real challenge. The good news is that these skills can be supported and trained, at any age, through adapted and caring exercises. This guide explores the link between non-verbal communication and cognitive functions: what non-verbal really is, which functions it mobilizes, why it can be difficult, and especially which concrete exercises allow for its development. A resource designed for families supporting a loved one, as well as for professionals seeking intervention strategies. Because better communicating without words opens doors to others and to the world.<\/p><\/div>\n\n<h2>1. Understanding Non-verbal Communication<\/h2>\n\n<h3>1.1 What is Non-verbal Communication?<\/h3>\n<p>Non-verbal communication refers to all the messages we exchange without resorting to words. It includes many channels: facial expressions (joy, anger, surprise, sadness), looks (eye contact, direction of gaze), gestures (pointing, signaling, illustrating), posture and body movements, interpersonal distance, touch, and the non-verbal aspects of voice (intonation, rhythm, volume \u2014 what is called paraverbal). All these signals, often unconscious, accompany, nuance, complement, or sometimes contradict words.<\/p>\n<p>The non-verbal plays a fundamental role in human communication. It expresses emotions, regulates exchanges (knowing when to speak, when to listen), gives meaning to words, and weaves relational ties. In young children, long before language, it is through the non-verbal \u2014 looks, smiles, gestures, vocalizations \u2014 that communication with those around them is established. And throughout life, even when language is perfectly mastered, the non-verbal remains omnipresent and decisive: we instantly perceive a loved one's emotional state from their face or posture, often before they say a word. Understanding that communication is primarily, and largely, non-verbal changes the perspective on communication difficulties: working on the non-verbal means acting at the root of the connection.<\/p>\n<div class=\"stats-grid\">\n  <div class=\"stat-card blue\">\n    <span class=\"stat-num\">Before words<\/span>\n    <span class=\"stat-label\">Non-verbal precedes and underpins language<\/span>\n  <\/div>\n  <div class=\"stat-card teal\">\n    <span class=\"stat-num\">Multichannel<\/span>\n    <span class=\"stat-label\">Face, gaze, gestures, posture, voice, distance<\/span>\n  <\/div>\n  <div class=\"stat-card pink\">\n    <span class=\"stat-num\">Cognitive<\/span>\n    <span class=\"stat-label\">Decoding non-verbal signals mobilizes several functions<\/span>\n  <\/div>\n  <div class=\"stat-card yellow\">\n    <span class=\"stat-num\">Trainable<\/span>\n    <span class=\"stat-label\">These skills support and can be developed<\/span>\n  <\/div>\n<\/div>\n\n<h3>1.2 The cognitive functions mobilized by non-verbal communication<\/h3>\n<p>Decoding and producing non-verbal signals is not automatic: it is a complex cognitive process that mobilizes several functions. Perception and attention first: one must notice the signal (a change in expression, a gesture), select it from numerous pieces of information, and pay attention to it. Social cognition next: interpreting what this signal means, attributing an emotion or intention to others \u2014 what is called theory of mind, the ability to represent the mental states of others. Memory also plays a role: recognizing an expression requires comparing it to memorized patterns.<\/p>\n<p>Executive functions play a major role: inhibiting an impulsive reaction, adjusting behavior to the context, shifting from one signal to another with flexibility, planning a response. Finally, emotional regulation is central: to finely decode another's emotion and respond appropriately, one must be able to manage their own emotions. All these functions work together, in a fraction of a second, during the slightest exchange. That is why a difficulty in one of them \u2014 attention, social cognition, emotional regulation \u2014 can impact non-verbal communication. And that is also why training non-verbal communication is actually about engaging and strengthening a whole set of cognitive functions, in a virtuous circle.<\/p>\n<div class=\"teal-box\"><p>\ud83d\udc49 A key idea of this guide: <strong>non-verbal communication and cognitive functions are closely linked.<\/strong> Decoding a face or adjusting a gesture mobilizes attention, social cognition, memory, executive functions, and emotional regulation. Working on non-verbal communication therefore trains these functions \u2014 and strengthening these functions improves communication.<\/p><\/div>\n\n<h3>1.3 When non-verbal communication is difficult<\/h3>\n<p>For some people, understanding and producing non-verbal signals represents a lasting challenge. This is particularly true for individuals with autism spectrum disorder, where decoding facial expressions, gaze, or the intentions of others can be laborious, and the production of atypical non-verbal signals. This is also the case after certain neurological impairments (sequelae of Stroke, trauma), of disorders affecting social cognition or executive functions, or among individuals with difficulties in emotional regulation that interfere with signal reading.<\/p>\n<p>These difficulties have concrete and sometimes heavy consequences: frequent misunderstandings, feelings of being misunderstood or not understanding others, unintentional social awkwardness, isolation, anxiety, frustration. A person who does not decode that a conversation partner is annoyed, or who cannot express non-verbally what they feel, finds themselves in a constant mismatch, which weighs on their relationships and self-esteem. It is essential to understand that these difficulties do not reflect a lack of intelligence or a lack of desire to communicate: they pertain to cognitive functioning. Naming and understanding them allows for moving away from judgment (\u201che is rude,\u201d \u201cshe is not making an effort\u201d) towards support. And this is precisely where tailored exercises, focused on the functions at play, can make a real difference.<\/p>\n\n<h2>2. Supporting non-verbal communication: the principles<\/h2>\n\n<p>Before the exercises, a posture. The table below summarizes what helps \u2014 and what hinders \u2014 when supporting a person with non-verbal communication difficulties.<\/p>\n\n<div class=\"before-after\">\n  <div class=\"ba-col before\">\n    <h5>\u2717 What is better to avoid<\/h5>\n    <ul>\n      <li>Interpreting an awkwardness as bad will<\/li>\n      <li>Forcing eye contact or \u201cnormal\u201d behavior<\/li>\n      <li>Overloading the person with signals and instructions<\/li>\n      <li>Working out of context, mechanically<\/li>\n      <li>Neglecting emotions and regulation<\/li>\n      <li>Aiming for performance rather than connection<\/li>\n    <\/ul>\n  <\/div>\n<div class=\"ba-col after\">\n    <h5>\u2713 What this guide offers<\/h5>\n    <ul>\n      <li>Understand difficulty as cognitive, without judgment<\/li>\n      <li>Respect the rhythm and comfort of the person<\/li>\n      <li>Simplify, clarify, make signals readable<\/li>\n      <li>Anchor exercises in concrete situations<\/li>\n      <li>Work on emotions at the same time as signals<\/li>\n      <li>Aim for connection, pleasure, and success<\/li>\n    <\/ul>\n  <\/div>\n<\/div>\n\n<h3>2.1 A caring and respectful posture<\/h3>\n<p>The first principle to support non-verbal communication is a caring posture, which considers difficulty as cognitive and not as a lack of will or education. This understanding changes everything: we stop correcting or judging to support and equip. The second principle is to respect the rhythm and comfort of the person. Some common practices, such as forcing eye contact with an autistic person for whom it is uncomfortable, can be counterproductive or even painful. The goal is not to make the person \"normal\" according to dominant social codes, but to give them tools to understand and be understood, respecting their functioning.<\/p>\n<p>The third principle is to make signals readable and explicit. Where non-verbal communication is, for most people, implicit and intuitive, it is often useful, for a person in difficulty, to make it explicit: name emotions, explain signals, break down what is happening in an exchange. The fourth principle is to anchor the work in concrete and meaningful situations: a signal worked in a vacuum is unlikely to be reused, whereas a signal worked in a real and motivating context is anchored durably. Finally, the fifth principle is to always keep in mind that the goal is not performance, but connection: communicate better to relate, to be understood, to understand others. This posture, which combines caring, respect, explicitness, and concrete anchoring, is the foundation on which all the following exercises rest.<\/p>\n\n<h3>2.2 Emotions and non-verbal: a joint effort<\/h3>\n<p>We cannot separate the work on non-verbal communication from that on emotions. Most non-verbal signals \u2014 facial expressions, tone of voice, posture \u2014 express or betray emotions. Decoding the non-verbal is therefore largely about decoding emotions; and producing appropriate non-verbal signals requires regulating one's own emotions. Working on one without the other makes little sense.<\/p>\n<p>Concretely, supporting non-verbal communication involves a joint effort on recognizing emotions (identifying joy, anger, fear, sadness, surprise on a face or in a voice), expressing emotions (learning to show what one feels in a readable way), and emotional regulation (managing one's emotions so they do not interfere with communication). A person overwhelmed by a strong emotion cannot finely decode the signals of others, nor produce appropriate signals: they are overwhelmed. That is why tools for identifying and regulating emotions are valuable allies in the work on the non-verbal. Helping a person put words to what they feel, recognize their own states, and have strategies to return to calm gives them the means to communicate more serenely and accurately. Emotions and non-verbal communication thus form an inseparable whole that should be worked on together.<\/p>\n<div class=\"pink-box\"><p><strong>\u26a0\ufe0f Additional support from professionals.<\/strong> Difficulties in non-verbal communication, when significant or lasting, deserve evaluation and support from qualified professionals (speech therapist, psychologist, neuropsychologist, psychomotrician, doctor). This guide offers guidelines and exercises aimed at support, but it does not replace an assessment or specialized care. The proposed exercises are intended to complement the care pathway, never to replace it. In case of marked difficulties, it is essential to consult a professional for an appropriate evaluation and support.<\/p><\/div>\n\n<h2>3. Who are these exercises for?<\/h2>\n\n<p>These exercises and guidelines are aimed at all individuals facing, closely or remotely, difficulties in non-verbal communication. Families \u2014 parents of a child with autism or presenting social cognition difficulties, relatives of a person with neurological sequelae \u2014 will find concrete avenues to support daily life. Professionals \u2014 speech therapists, psychologists, psychomotricians, educators, specialized teachers, healthcare and medico-social professionals \u2014 will find ideas for activities to adapt to their practice. The exercises are presented in an accessible way, but must always be adjusted to the profile and comfort of each individual.<\/p>\n<p>Why such a diversity of audiences? Because difficulties in non-verbal communication concern very varied profiles, and because their support is, once again, a team effort. When the family supports daily what professionals work on in sessions, when everyone understands the stakes and applies consistent principles, the person progresses in a supportive environment. Conversely, contradictory approaches or purely \"technical\" work disconnected from daily life limit progress. It is this shared understanding of the stakes of the non-verbal that this guide seeks to disseminate.<\/p>\n\n<div class=\"modality-grid\">\n  <div class=\"modality-card m1\">\n    <h5>\ud83d\udc6a Families<\/h5>\n    <div class=\"mc-for\">Parents \u00b7 Relatives<\/div>\n    <p>Support daily recognition of emotions and signals, in connection with professionals.<\/p>\n  <\/div>\n  <div class=\"modality-card m2\">\n    <h5>\ud83d\udde3\ufe0f Speech therapists<\/h5>\n    <div class=\"mc-for\">Communication<\/div>\n    <p>Work on non-verbal and pragmatics with varied and concrete supports.<\/p>\n  <\/div>\n  <div class=\"modality-card m3\">\n    <h5>\ud83e\udde0 Psychologists & neuropsychologists<\/h5>\n    <div class=\"mc-for\">Social cognition<\/div>\n    <p>Evaluate and train social cognition, theory of mind, regulation.<\/p>\n  <\/div>\n  <div class=\"modality-card m4\">\n    <h5>\ud83e\udd38 Psychomotricians & educators<\/h5>\n    <div class=\"mc-for\">Body \u00b7 Posture<\/div>\n    <p>Work on the body, posture, gesture, and non-verbal expression.<\/p>\n  <\/div>\n  <div class=\"modality-card m5\">\n    <h5>\ud83c\udfeb Specialized teachers<\/h5>\n<div class=\"mc-for\">Inclusion<\/div>\n    <p>Support social skills and communication in a school context.<\/p>\n  <\/div>\n<\/div>\n\n<h2>4. Adapted exercises, function by function<\/h2>\n\n<h3>4.1 Targeting the right function<\/h3>\n<p>To be effective, non-verbal communication exercises should specifically target the cognitive functions at play. Instead of vague and general work, it is about identifying where the difficulty lies \u2014 perception and attention to signals, recognition of emotions, interpretation of intentions, non-verbal expression, emotional regulation \u2014 and proposing activities tailored to each target. This targeted, progressive approach grounded in concrete situations is much more effective than scattered training.<\/p>\n<p>The guiding principle is progression: one starts with simple, controlled, and explicit situations before moving on to more complex, natural, and nuanced situations. For example, one can first work on recognizing very marked emotions in static images, then in videos, and then in real exchanges; or start by naming an emotion before having to interpret it in an ambiguous context. The table below presents the main functions to work on, the type of adapted exercises, and the intended objective \u2014 a reading grid to build a structured and progressive support, of course to be adjusted to each person's profile and in connection with professionals.<\/p>\n\n<table class=\"dynseo-table\">\n  <thead>\n    <tr>\n      <th>Function to work on<\/th>\n      <th>Type of exercises<\/th>\n      <th>Objective<\/th>\n    <\/tr>\n  <\/thead>\n  <tbody>\n    <tr>\n      <td><strong>Perception & attention<\/strong><\/td>\n      <td>Identify a signal, an expression, a change<\/td>\n      <td><span class=\"badge badge-blue\">Notice<\/span><\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Recognition of emotions<\/strong><\/td>\n      <td>Identify an emotion on a face, a voice, a posture<\/td>\n      <td><span class=\"badge badge-blue\">Decode<\/span><\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Social cognition<\/strong><\/td>\n      <td>Interpret an intention, an implication, a context<\/td>\n      <td><span class=\"badge badge-green\">Understand<\/span><\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Non-verbal expression<\/strong><\/td>\n      <td>Produce an appropriate gesture, facial expression, tone<\/td>\n      <td><span class=\"badge badge-green\">Express oneself<\/span><\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Emotional regulation<\/strong><\/td>\n      <td>Identify and calm one's emotions to communicate better<\/td>\n      <td><span class=\"badge badge-green\">Regulate<\/span><\/td>\n    <\/tr>\n    <tr>\n      <td><strong>Role-playing<\/strong><\/td>\n      <td>Role plays, social scenarios, real exchanges<\/td>\n      <td><span class=\"badge badge-blue\">Transfer<\/span><\/td>\n    <\/tr>\n  <\/tbody>\n<\/table>\n\n<h3>4.2 An essential focus: role plays and social scenarios<\/h3>\n<p>Among all the exercises, role plays and social scenarios hold a privileged place, as they allow for transfer to real life \u2014 the most difficult but most decisive step. Working on recognizing emotions in images is useful, but does not guarantee that the person will be able to decode an emotion in a real exchange, which is faster, nuanced, and charged with stakes. Role plays bridge the gap: they recreate social situations in a secure setting, where one can practice, make mistakes without consequences, restart, and progress.<\/p>\n<p>Specifically, one can reenact everyday situations (greeting someone, understanding that a conversation partner wants to leave, asking for help, managing a disagreement), by making explicit the non-verbal signals at play and breaking them down together. Social scenarios \u2014 simple narratives describing a situation and the expected behaviors \u2014 help anticipate and understand social situations before experiencing them. The interest of these approaches is to combine all functions at once (perception, interpretation, expression, regulation) in a meaningful context, and to concretely prepare the person for situations they will encounter. For them to be effective, these role plays must remain supportive, without failure, adapted to the person's pace, and ideally linked to situations they are actually experiencing. Conducted this way, they are a powerful lever to transform skills worked on \"cold\" into abilities that can be mobilized in real life.<\/p>\n\n<h2>5. Tools and applications for practice<\/h2>\n\n<h3>5.1 Concrete supports for emotions and signals<\/h3>\n<p>Several concrete tools effectively support work on non-verbal communication and emotions. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/thermometre-des-emotions\/\">Emotion Thermometer<\/a> helps identify and grade what one feels \u2014 a prerequisite for both expressing one's own emotions and for regulation. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\">Choice Wheel<\/a> supports decision-making and offers options for response or calming. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carte-des-besoins-sensoriels-tsa\/\">Sensory Needs Map<\/a> helps understand and express needs that, if unmet, hinder communication. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carte-signaux-alerte\/\">Alert Signals Map<\/a> and the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/plan-de-gestion-des-crises-tsa\/\">Crisis Management Plan<\/a> help identify the rise of an emotion and respond before it overflows.<\/p>\n<p>The value of these supports is to make visible and explicit what usually remains implicit and internal. For a person struggling with emotions and non-verbal cues, having a concrete support \u2014 an image to point to, a scale to show, a card to use \u2014 provides a reassuring and structuring anchor. These tools mediate communication: they provide a way to express what one cannot say or show otherwise, and a framework to decode what is happening. Used regularly, without pressure, they become reference points that the person can appropriate and mobilize increasingly autonomously. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">complete DYNSEO tools catalog<\/a> allows for choosing the most suitable supports for each profile.<\/p>\n<div class=\"resource-grid\">\n  <div class=\"resource-card\">\n    <h5>\ud83c\udf21\ufe0f Emotion thermometer<\/h5>\n    <p>Identify and gauge what one feels, the basis of expression and regulation.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/thermometre-des-emotions\/\">Discover \u2192<\/a>\n  <\/div>\n  <div class=\"resource-card\">\n    <h5>\ud83c\udfaf Choice wheel<\/h5>\n    <p>Offer response or calming options, support decision-making.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\">Discover \u2192<\/a>\n  <\/div>\n  <div class=\"resource-card\">\n    <h5>\ud83e\udde9 Sensory needs map<\/h5>\n    <p>Understand and express needs that hinder communication.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carte-des-besoins-sensoriels-tsa\/\">Discover \u2192<\/a>\n  <\/div>\n  <div class=\"resource-card\">\n    <h5>\ud83d\udea8 Alert signals map<\/h5>\n    <p>Spot the rise of an emotion before it overflows.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/carte-signaux-alerte\/\">Discover \u2192<\/a>\n  <\/div>\n  <div class=\"resource-card\">\n    <h5>\ud83e\uddef Crisis management plan<\/h5>\n    <p>Anticipate and structure the response to a crisis.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/plan-de-gestion-des-crises-tsa\/\">Discover \u2192<\/a>\n  <\/div>\n  <div class=\"resource-card\">\n    <h5>\ud83e\uddf0 Complete catalog<\/h5>\n    <p>All DYNSEO support tools.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">See all tools \u2192<\/a>\n  <\/div>\n<\/div>\n\n<h3>5.2 Applications for cognitive stimulation and communication<\/h3>\n<p>DYNSEO applications complement these resources by playfully training the cognitive functions that underlie non-verbal communication. For children, <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> offers activities for attention, memory, logic, and recognition that engage fine perception and cognition. For adults, particularly in the context of neurological sequelae or mental health, <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">CLINT<\/a> trains attention, memory, and executive functions, all involved in decoding signals. Especially when verbal communication is difficult or absent, <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">MY DICTIONARY<\/a> is a valuable alternative and augmentative communication tool: it allows expressing a need, an emotion, an intention using images and symbols, thus supporting the connection where words are lacking.<\/p>\n<p>These applications are not a treatment, but training and communication supports, to be used without performance pressure and in addition to human and professional support. Their playful dimension is valuable: it maintains motivation and transforms training into pleasure, which fosters engagement and progress. To go further and benefit from personalized advice, the <a href=\"https:\/\/www.dynseo.com\/coach-ia\/\">AI Coach<\/a> can assist families and professionals in implementing tailored work. Combined with the concrete resources and exercises described above, these digital tools offer a rich array to coherently and motivatingly support non-verbal communication and the cognitive functions that underlie it.<\/p>\n\n<div class=\"appli-grid\">\n  <div class=\"appli-card\">\n    <h5>\ud83d\udfe5 MY DICTIONARY \u2014 Communication (key here)<\/h5>\n    <p>Alternative communication through images and symbols: express a need, an emotion, an intention when words are lacking.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\">Discover MY DICTIONARY \u2192<\/a>\n  <\/div>\n  <div class=\"appli-card\">\n    <h5>\ud83d\udfe9 COCO \u2014 Children<\/h5>\n    <p>Attention, memory, logic, recognition: train the functions that underlie non-verbal communication.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">Discover COCO \u2192<\/a>\n  <\/div>\n  <div class=\"appli-card\">\n    <h5>\ud83d\udfe6 CLINT \u2014 Adults<\/h5>\n    <p>Attention, memory, executive functions, useful for decoding signals, in a neuro or mental health context.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/en\/brain-games-apps\/clint-brain-games-for-adults\/\">Discover CLINT \u2192<\/a>\n  <\/div>\n  <div class=\"appli-card\">\n    <h5>\ud83e\udd16 AI Coach<\/h5>\n    <p>Personalized advice to build tailored support.<\/p>\n    <a href=\"https:\/\/www.dynseo.com\/coach-ia\/\">Discover the AI Coach \u2192<\/a>\n  <\/div>\n<\/div>\n<div class=\"hl\">\n  <h4>\ud83e\uddea Identify the cognitive functions at play<\/h4>\n  <p>Understanding which functions are fragile helps to target the work. Tests of <a href=\"https:\/\/www.dynseo.com\/test-concentration-attention\/\">concentration and attention<\/a>, <a href=\"https:\/\/www.dynseo.com\/test-memoire\/\">memory<\/a>, or <a href=\"https:\/\/www.dynseo.com\/test-des-fonctions-executives\/\">executive functions<\/a> provide an initial identification. These <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">DYNSEO tests<\/a> are indicative and never replace the assessment conducted by qualified health professionals.<\/p>\n<\/div>\n\n<h2>6. Bringing these exercises into daily life<\/h2>\n\n<h3>6.1 Integrating work into real life<\/h3>\n<p>The greatest challenge of working on non-verbal communication is transferring it to daily life. Skills practiced only in sessions or on screen may remain confined to that setting. For them to take root, they must be lived in everyday situations that are real and meaningful. This means integrating work into ordinary moments: naming emotions throughout the day, commenting on the expressions of characters in a book or movie, explaining non-verbal signals in family interactions, taking advantage of a real social situation to decode together what is happening.<\/p>\n<p>This integration into daily life multiplies the effectiveness of formal work. A child who learns to recognize anger on a face in a session will progress much faster if, at home, opportunities are seized to name and comment on real emotions. Regularity, repetition in varied contexts, and coherence among different stakeholders (family, professionals) are the keys to generalization. It is less about multiplying formal exercises than about creating an environment rich in natural opportunities to practice, in a logic of pleasure and connection rather than lesson. This is where collaboration between family and professionals makes perfect sense: when everyone seizes everyday opportunities to reinforce what is being worked on, the person progresses in all their living environments.<\/p>\n\n<h3>6.2 Patience, appreciation, and connection<\/h3>\n<p>Supporting non-verbal communication is a long-term effort that requires patience and consistency. Progress is often slow, irregular, marked by advances and setbacks. It is essential not to get discouraged, to celebrate small progress, and to keep in mind that every step counts. Appreciation is crucial here: a person struggling with communication has often accumulated experiences of failure and misunderstanding that have undermined their confidence. Recognizing their efforts, highlighting even the smallest successes, and showing them that they are making progress nourishes their motivation and self-esteem.<\/p>\n<p>Finally, it is important never to lose sight of the ultimate goal, which is not technical performance, but connection. Communicating better means being able to relate, to be understood, to understand others, to break out of isolation, to share moments. It is this relational and human purpose that should guide all the work. An exercise that creates shared pleasure and connection is worth more than a perfectly executed exercise that is experienced as a constraint. To support this approach over time, and to place it within a broader understanding of disorders and support, <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">DYNSEO training<\/a> can provide families and professionals with valuable insights. Supporting non-verbal communication ultimately means supporting the encounter with the other \u2014 one of the most beautiful objectives there is.<\/p>\n\n<h3>6.3 The central role of play and shared pleasure<\/h3>\n<p>An element too often underestimated in working on non-verbal communication is the power of play. Play is not just a simple side entertainment: it is one of the most favorable contexts for learning social and emotional skills at any age. In play, the person is relaxed, motivated, engaged; the stakes of success or failure fade in favor of the pleasure of acting together. It is precisely in this climate that non-verbal signals are exchanged most naturally: a board game requires reading the reactions of others, waiting for one's turn, understanding intentions; a charades game directly works on the expression and reading of gestures and emotions; a cooperative game develops adjustment to the other.<\/p>\n<p>For families as well as for professionals, integrating play into work on communication therefore offers a double benefit: one trains demanding skills in a setting where the person is fully available, and at the same time strengthens the connection \u2014 which is, let\u2019s remember, the ultimate goal of all this work. Shared pleasure creates positive memories associated with communication, which is particularly valuable for a person who has accumulated difficult social experiences. Playing together, laughing together, succeeding together: these moments weave a relationship that becomes a learning ground in itself. Rather than opposing the \"seriousness\" of work and the \"lightness\" of play, it is therefore appropriate to recognize play as a legitimate work tool, and one of the most powerful. An exercise that takes the form of a pleasant game has infinitely more chances of being repeated, invested in, and transferred to real life than an exercise experienced as a constraint.<\/p>\n\n<p>Ultimately, supporting non-verbal communication is not a matter of sophisticated techniques reserved for specialists: it is a shared attention, made of patience and kindness, that unfolds in a thousand gestures of daily life. Every named emotion, every explained signal, every shared game is a small stone added to the edifice. And this edifice is the person's ability to relate, to feel understood, and to understand others \u2014 in other words, to no longer be alone.<\/p>\n<div class=\"tip-box\"><p><strong>\ud83d\udca1 Good to know:<\/strong> the best \"exercise\" of non-verbal communication is often everyday life itself. Naming emotions throughout the day, commenting on faces in a book or a movie, explaining what is happening in an exchange: these simple gestures, repeated with kindness, often count for more than long formal sessions. The essential thing is regularity, pleasure, and connection.<\/p><\/div>\n\n<div class=\"cta-block\">\n  <h3>\ud83d\udde3\ufe0f Support communication beyond words<\/h3>\n  <p>Understanding the functions at play, proposing targeted and kind exercises, relying on the right tools: non-verbal communication can be worked on at any age. Give your loved one or your patient the means to better understand and to be understood.<\/p>\n  <div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\" class=\"btn-white\">Discover MY DICTIONARY<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\" class=\"btn-outline\">Our tools<\/a>\n  <\/div>\n<\/div>\n\n<\/main>\n<section class=\"faq-section\">\n  <div class=\"container\">\n    <h2>\u2753 Frequently Asked Questions<\/h2>\n    <div class=\"faq-item\">\n      <h4>What is non-verbal communication?<\/h4>\n      <p>It is the set of messages we exchange without using words: facial expressions, gaze, gestures, posture, body movements, distance, touch, and non-verbal aspects of voice (intonation, rhythm, volume). Often unconscious, these signals accompany, nuance, complement, or sometimes contradict words. The non-verbal plays a fundamental role: it expresses emotions, regulates exchanges, gives meaning to words, and weaves connections. In young children, it even precedes language. Throughout life, it remains omnipresent and crucial in human communication.<\/p>\n    <\/div>\n    <div class=\"faq-item\">\n      <h4>What cognitive functions are engaged by the non-verbal?<\/h4>\n      <p>Decoding and producing non-verbal signals engages several functions that work together: perception and attention (noticing the signal), emotion recognition (identifying it), social cognition and theory of mind (interpreting others' intentions), memory (comparing to known models), executive functions (inhibiting, adjusting, planning a response), and emotional regulation (managing one's own emotions to better decode and respond). A difficulty in one of these functions can impact non-verbal communication. Conversely, working on the non-verbal engages and strengthens all of these functions.<\/p>\n    <\/div>\n    <div class=\"faq-item\">\n      <h4>Why do some people have difficulties with the non-verbal?<\/h4>\n      <p>These difficulties particularly concern individuals with autism spectrum disorder (decoding expressions, gaze, intentions), neurological sequelae, disorders affecting social cognition or executive functions, or difficulties in emotional regulation. The consequences can be severe: misunderstandings, feelings of incomprehension, social awkwardness, isolation, anxiety. It is essential to understand that these difficulties do not reflect a lack of intelligence or desire to communicate: they stem from cognitive functioning. Understanding them allows for moving away from judgment and entering into support, with targeted exercises.<\/p>\n    <\/div>\n    <div class=\"faq-item\">\n      <h4>Can non-verbal communication really be improved?<\/h4>\n      <p>Yes. Like the cognitive functions that underlie it, non-verbal communication can be supported and trained at any age, thanks to the brain's plasticity. The condition is to offer adapted exercises, targeted at the functions in difficulty, progressive, and grounded in concrete situations. One starts with simple and explicit situations before moving on to more complex and natural ones. Progress is often slow and irregular, but real. The goal is not to make the person \"normal\" according to dominant social codes, but to give them tools to understand and be understood, respecting their functioning.<\/p>\n    <\/div>\n    <div class=\"faq-item\">\n      <h4>Should eye contact be forced with an autistic person?<\/h4>\n      <p>No, it is generally discouraged. For many autistic individuals, eye contact is uncomfortable, even intrusive, and forcing it can be counterproductive and a source of stress. The goal of support is not to make the person conform to dominant social codes, but to provide them with means to communicate while respecting their functioning. A caring posture that respects the person's pace and comfort is prioritized, and communication is worked on differently (emotion recognition, visual supports, alternative communication) rather than imposing an uncomfortable behavior. This support should always be coordinated with the professionals who follow the person.<\/p>\n    <\/div>\n    <div class=\"faq-item\">\n      <h4>What is the link between emotions and non-verbal communication?<\/h4>\n      <p>It is close and inseparable. Most non-verbal signals \u2014 facial expressions, tone of voice, posture \u2014 express or betray emotions. Decoding the non-verbal is therefore largely about decoding emotions; and producing appropriate signals requires regulating one's own emotions. A person overwhelmed by a strong emotion cannot finely decode others' signals nor produce appropriate signals. That is why working on the non-verbal must be accompanied by work on the recognition, expression, and regulation of emotions. Supports like an emotion thermometer or a choice wheel are valuable allies for this joint work.<\/p>\n    <\/div>\n    <div class=\"faq-item\">\n      <h4>What concrete exercises can be proposed?<\/h4>\n      <p>We target the function in difficulty with progressive exercises: identifying a signal or expression (perception\/attention), recognizing an emotion on a face, voice, or posture (recognition), interpreting an intention or context (social cognition), producing an appropriate gesture or mimic (expression), and calming one's emotions to communicate better (regulation). Role-playing and social scenarios are particularly valuable as they allow for transfer to real life: we reenact everyday situations in a secure setting. The essential thing is to anchor the work in concrete situations and integrate it into daily life, in a logic of pleasure and connection rather than a lesson.<\/p>\n    <\/div>\n    <div class=\"faq-item\">\n      <h4>Do these exercises replace professional support?<\/h4>\n      <p>No. Difficulties in non-verbal communication, when significant or lasting, deserve evaluation and support from qualified professionals (speech therapist, psychologist, neuropsychologist, psychomotor therapist, doctor). The guidelines and exercises proposed here aim to support and complement the care pathway, never to replace it. The most effective approach is to coordinate the work of professionals in sessions with coherent daily support from the family. In cases of marked difficulties, it is essential to consult a professional for an evaluation and support tailored to the individual's profile.<\/p>\n    <\/div>\n  <\/div>\n<\/section>\n<div class=\"container\">\n<div class=\"cta-block\">\n  <h3>\ud83c\udf1f Open doors to others<\/h3>\n  <p>With adapted exercises, concrete tools, and DYNSEO applications, support non-verbal communication and the cognitive functions that underlie it \u2014 to better understand, better be understood, and strengthen the bond with others.<\/p>\n  <div class=\"btns\">\n    <a href=\"https:\/\/www.dynseo.com\/mon-dico-une-application-pour-favoriser-la-communication\/\" class=\"btn-white\">Discover MY DICTIONARY<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\" class=\"btn-outline\">Our cognitive tests<\/a>\n  <\/div>\n<\/div>\n<\/div>\n\n<footer>\n  <p>DYNSEO \u2014 Specialist in cognitive stimulation and communication \u00b7 Paris 75015<\/p>\n  <div class=\"footer-links\">\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\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">Our tools<\/a>\n    <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">Our tests<\/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-720280","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>Nonverbal Communication and Cognitive Functions: Adapted Exercises - DYNSEO - DYNSEO - Educational apps &amp; 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