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The objective of this research is to study the role of emotional prosody in expressive language acts understanding by children and adolescents with Autism Spectrum Disorders. Twenty-six children and adolescents with ASD and twenty-six typically developing controls performed a computerized task featuring emotional prosody, either embedded in a discrepant context or without any context at all. The experimental task was to determine the emotional state of the speaker. When the prosody was embedded in a discrepant context, they relied less on the emotional prosody than the controls, but only when it was positive. We discuss these findings with respect to executive and inferential deficits presents in ASD.