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In addition to low social motivation, children with Autism Spectrum Disorders (ASD) experience a deficit in social cognition. The present study investigated the incidence of Social Skills Training groups (SST) on emotion recognition abilities in children with ASD. Emotion recognition was tested in a task using video sequences of basic emotions. Children with ASD identified emotions at a rate comparable to normally developing children but they required more time to analyze the stimuli. Response time for emotion recognition was correlated with socio-adaptive assessment scores (VABS; Sparrow et al., 1984), the number of SST sessions was correlated with response time in happiness recognition, and missed answers in fear recognition were correlated with a systematization quotient, reflecting the ability to perform a detailed analysis of the environment. These findings stress the benefits of SST in children with ASD.