, American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 2000.

E. Billstedt, C. Gillberg, and C. Gillberg, Autism after adolescence: populationbased 13-to 22-year follow-up study of 120 individuals with autism diagnosed in childhood, J Autism Dev Disord, vol.35, pp.351-360, 2005.

R. M. Joseph and H. Tager-flusberg, The relationship of theory of mind and executive functions to symptom type and severity in children with autism, Dev Psychopathology, vol.16, pp.137-155, 2004.

Z. Boraston, S. J. Blakemore, R. Chilvers, and D. Skuse, Impaired sadness recognition is linked to social interaction deficit in autism, Neuropsychologia, vol.45, pp.1501-1510, 2007.

J. Dunn, R. J. Davidson, K. R. Scherer, and H. H. Goldsmith, Emotional development in early childhood: a social relationship perspective, The handbook of Affective Science, pp.332-346, 2003.

L. Smith, M. J. Montagne, B. Perrett, D. Gill, M. Gallagher et al., Detecting subtle facial emotion recognition deficits in high-functioning Autism using dynamic stimuli of varying intensities, Neuropsychologia, vol.48, pp.2777-2781, 2010.

C. R. Jones, A. Pickles, M. Falcaro, A. J. Marsden, F. Happé et al., Multimodal approach to emotion recognition ability in autism spectrum disorders, J Child Psychol Psychiatry, vol.52, pp.275-285, 2011.

B. Hubert, B. Wicker, D. G. Moore, E. Monfardini, H. Duverger et al., Brief report: recognition of emotional and non-emotional biological motion in individuals with autistic spectrum disorders, J Autism Dev Disord, vol.37, pp.1386-1392, 2007.

A. Santos, T. Chaminade, D. Fonseca, D. Silva, C. Rosset et al., Just another social scene: evidence for decreased attention to negative social scenes in high-functioning autism, J Autism Dev Disord, vol.42, pp.1790-1798, 2012.

D. Fonseca, D. Santos, A. Bastard-rosset, D. Rondan, C. Poinso et al., Can children with autistic spectrum disorders extract emotions out of contextual cues?, Res Autism Spectr Disord, vol.3, pp.50-56, 2009.

C. Chevallier, G. Kohls, V. Troiani, E. S. Brodkin, and R. T. Schultz, The social motivation theory of autism, Trends Cogn Sci, vol.16, pp.231-239, 2012.

S. Begeer, H. M. Koot, C. Rieffe, M. Terwogt, M. Stegge et al., Emotional competence in children with autism: diagnostic criteria and empirical evidence, Dev Rev, vol.28, pp.342-369, 2008.

S. Baron-cohen, The hyper-systemizing, assortative mating theory of autism, Progr Neuro Psychopharmacol Biol Psychiatry, vol.30, pp.865-872, 2006.

J. Andanson, F. Pourre, T. Maffre, and J. P. Raynaud, Social skills training groups for children and adolescents with Asperger syndrome: a review, Arch Pediatr, vol.18, pp.589-596, 2011.

A. Baghdadli, J. Brisot-dubois, M. C. Picot, and C. Michelon, Comparison of the effect of two prosocial interventions about the evolution of recognition of facial expression abilities and social cognition of children with an Asperger syndrome or high functioning autism, Neuropsychiatr Enfance Adolesc, vol.58, pp.456-462, 2010.

B. Reichow and F. R. Volkmar, Social skills interventions for individuals with autism: evaluation for evidence-based practices within a best evidence synthesis framework, J Autism Dev Disord, vol.40, pp.149-166, 2010.

S. Vicari, J. S. Reilly, P. Pasqualetti, A. Vizotto, and C. Caltagirone, Recognition of facial expressions of emotions in school-age children: the intersection of perceptual and semantic categories, Acta Paediatr, vol.89, pp.836-845, 2000.

T. F. Gross, Recognition of immaturity and emotional expressions in blended faces by children with autism and other developmental disabilities, J Autism Dev Disord, vol.38, pp.297-311, 2008.

R. Adolphs, L. Sears, and J. Piven, Abnormal processing of social information from faces in autism, J Cogni Neurosci, vol.13, pp.232-240, 2001.

J. B. Grossman, A. Klin, A. S. Carter, and F. R. Volkmar, Verbal bias in recognition of facial emotions in children with Asperger syndrome, J Child Psychol Psychiatry, vol.41, pp.369-379, 2000.

S. Vesperini, F. Askenazy, N. Renaudo, P. Staccini, S. Hun et al., Prosocial intervention in children and adolescents with autism spectrum disorder without intellectual disability: benefits of videotaping therapy sessions

M. B. Harms, A. Martin, and G. L. Wallace, Facial emotion recognition in autism spectrum disorders: a review of behavioural and neuroimaging studies, Neuropsychol Rev, vol.20, pp.290-322, 2010.

D. J. Grelotti, A. J. Klin, I. Gauthier, P. Skudlarski, D. J. Cohen et al., fMRI activation of the fusiform gyrus and amygdala to cartoon characters but not to faces in a boy with autism, Neuropsychologia, vol.43, pp.373-385, 2005.

D. Rosset, C. Rondan, D. Fonseca, D. Santos, A. Assouline et al., Typical emotion processing for cartoon but not for real faces in children with autistic spectrum disorders, J Autism Dev Disord, vol.38, pp.919-925, 2008.

D. Rosset, A. Santos, D. Fonseca, D. Rondan, C. Poinso et al., More than just another face in the crowd: evidence for an angry superiority effect in children with and without autism, Res Autism Spectr Disord, vol.5, pp.949-956, 2011.

S. Parsons and P. Mitchell, The potential of virtual reality in social skills training for people with autistic spectrum disorders, J Intellect Disabil Res, vol.46, pp.430-443, 2002.

H. C. Shane and P. D. Albert, Electronic screen media for persons with autism spectrum disorders: results of a survey, J Autism Dev Disord, vol.38, pp.1499-1508, 2008.

S. Bölte, The ICF and its meaning for child and adolescent psychiatry, Z Kinder Jugendpsychiatr Psychother, vol.37, pp.495-497, 2009.

M. Silver and P. Oakes, Evaluation of a new computer intervention to teach people with autism or Asperger syndrome to recognize and predict emotions in others, Autism, vol.5, pp.299-316, 2001.

C. Williams, B. Wright, G. Callaghan, and B. Coughlan, Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study, Autism, vol.6, pp.71-91, 2002.

P. Mitchell, S. Parsons, and A. Leonard, Using virtual environments for teaching social understanding to 6 adolescents with autistic spectrum disorders, J Autism Dev Disord, vol.37, pp.589-600, 2007.

M. R. Kandalaft, N. Didehbani, D. C. Krawczyk, T. T. Allen, and S. B. Chapman, Virtual reality social cognition training for young adults with high-functioning autism, J Autism Dev Disord, vol.43, pp.34-44, 2013.

A. L. Wainer and B. R. Ingersoll, The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders, Res Autism Spectr Disord, vol.5, pp.96-107, 2011.

O. Grynspan, P. L. Weiss, F. Perez-diaz, and E. Gal, Innovative technology-based interventions for autism spectrum disorders: a meta-analysis

S. Bölte, S. Feineis-matthews, S. Leber, T. Dierks, D. Hubl et al., The development and evaluation of a computer-based program to test and to teach the recognition of facial affect, Int J Circumpolar Health, vol.61, pp.61-68, 2002.

O. Golan and S. Baron-cohen, Systemizing empathy: teaching adults with Asperger syndrome or high-functioning autism to recognize complex emotions using interactive multimedia, Dev Psychopathol, vol.18, pp.591-617, 2006.

J. W. Tanaka, J. M. Wolf, C. Klaiman, K. Koenig, J. Cockburn et al., Using computerized games to teach face recognition skills to children with autism spectrum disorders: the Let's Face It! Program, J Child Psychol Psychiatry, vol.51, pp.944-952, 2010.

I. M. Hopkins, M. W. Gower, T. A. Perez, D. S. Smith, F. R. Amthor et al., Avatar assistant: improving social skills in students with an ASD through a computer-based intervention, J Autism Dev Disord, vol.41, pp.1543-1555, 2011.

O. Golan, E. Ashwin, Y. Granader, S. Mcclintock, K. Day et al., Enhancing emotion recognition in children with autism spectrum conditions: an intervention using animated vehicles with real emotional faces, J Autism Dev Disord, vol.40, pp.269-279, 2010.

E. Fombonne, Epidemiological surveys of autism and other pervasive developmental disorders: an update, J Autism Dev Disord, vol.33, pp.365-382, 2003.

S. Baron-cohen, O. Golan, and E. Ashwin, Can emotion recognition be taught to children with autism spectrum conditions, Philos Trans R Soc Lond B Biol Sci, vol.364, pp.3567-3574, 2009.

M. Dawson, I. Soulières, M. A. Gernsbacher, and L. Mottron, The level and nature of autistic intelligence, Psychol Sci, vol.18, pp.657-662, 2007.

K. Morsanyi and K. J. Holyoak, Analogical reasoning ability in autistic and typically developing children, Dev Sci, vol.13, pp.578-587, 2010.

I. Soulières, M. Dawson, M. A. Gernsbacher, and L. Mottron, The level and nature of autistic intelligence II: what about Asperger Syndrome

K. A. Barnes, J. H. Howard, D. V. Howard, L. Gilotty, L. Kenworthy et al., Intact implicit learning of spatial context and temporal sequences in childhood autism spectrum disorder, Neuropsychology, vol.22, pp.563-570, 2008.

J. Brown, B. Aczel, L. Jiménez, S. B. Kaufman, and K. P. Grant, Intact implicit learning in autism spectrum conditions, Q J Exp Psychol, vol.63, pp.1789-1812, 2010.

D. Nemeth, K. Janacsek, V. Balogh, Z. Londe, R. Mingesz et al., Learning in autism: implicitly superb

J. Nielsen, Usability Inspection Methods, 1994.

M. Rutter, L. Couteur, A. Lord, and C. , ADI-R: The Autism Diagnostic Interview-Revised, Los Angeles: Western Psychological Services, 2003.

C. Lord, M. Rutter, D. Lavore, P. C. Risi, and S. , Autism Diagnostic Observation Schedule (ADOS). Los Angeles: Western Psychological Services, 2000.

J. Gregoire and . :-l'examen-clinique-de-l'intelligence-de-l'enfant, Fondements et Pratiques du WISC-IV, 2006.

P. Lecocq, Epreuve de Compréhension Syntaxico-Sémantique. Paris: Presse Universitaire du Septentrion, 1996.

, Lefabvrais P: Description, définition et mesure de la dyslexie, Rev Psychol Appl, vol.15, pp.33-44, 1965.

I. Minio-paluello, S. Baron-cohen, A. Avenanti, V. Walsh, and S. M. Aglioti, Absence of embodied empathy during pain observation in Asperger syndrome, Biol Psychiatry, vol.65, pp.55-62, 2009.

R. Plutchik, Emotion: Theory, Research, and Experience, vol.1, 1980.

R. Gibbs, J. Leggitt, and E. Turner, Why figurative language is special in emotional communication, The Verbal Communication of Emotions, pp.125-150, 2002.

S. Baron-cohen, Social and pragmatic deficits in autism: cognitive or affective?, J Autism Dev Disord, vol.18, pp.379-402, 1988.

M. M. Blattner, D. A. Sumikawa, and R. M. Greenberg, Earcons and icons: their structure and common design principles, Human-Computer Interaction, vol.4, pp.11-44, 1989.

S. A. Brewster, Providing a Structured Method for Integrating Non-speech Audio into Human-computer Interfaces, 1994.

W. Dunn, The Psychological Corporation, The Sensory Profile: Examiner' s Manuel, 1999.

D. C. Schwebel, L. A. Mcclure, and J. Severson, Usability and feasibility of an Internet-based virtual pedestrian environment to teach children to cross streets safely, Virtual Real, vol.18, pp.5-11, 2014.

O. Langner, R. Dotsch, G. Bijlstra, D. Wigboldus, and S. T. Hawk, Van Knippenberg A: Presentation and validation of the Radboud Faces Database, Cogn Emot, vol.24, pp.1377-1388, 2010.

G. Dunlap, The influence of task variation and maintenance tasks on the learning of autistic children, J Exp Child Psychol, vol.37, pp.41-64, 1984.

M. Spreckley and R. Boyd, Efficacy of applied behavioral intervention in preschool children with autism for improving cognitive, language, and adaptive behavior: a systematic review and meta-analysis, J Pediatr, vol.154, pp.338-344, 2009.

A. Kourkoulou, S. R. Leekam, and J. M. Findlay, Implicit learning of local context in autism spectrum disorder, J Autism Dev Disord, vol.42, pp.244-256, 2012.

B. Schuller, E. Marchi, S. Baron-cohen, O. 'reilly, H. Pigat et al., The state of play of ASC-Inclusion: an integrated Internet-based environment for social inclusion of children with autism spectrum conditions

K. Bailly, L. Chen, C. Bisiaux, S. Serret, and . Jemime, Serious game for children with autistic spectrum disorders based on Multimodal Emotion Imitation, 2013.

C. Trevarthen and J. T. Delafield-butt, Autism as a developmental disorder in intentional movement and affective engagement, Front Integr Neurosci, vol.10, 2013.

. Serret, Submit your next manuscript to BioMed Central and take full advantage of: ? Convenient online submission ? Thorough peer review ? No space constraints or color figure charges ? Immediate publication on acceptance ? Inclusion in PubMed, CAS, Scopus and Google Scholar ? Research which is freely available for redistribution, Molecular Autism, vol.5, p.37, 2014.