“He has problems with his peers, he doesn’t want to go to school, he just wants to play on the computer!” Typically, this is what the list of claims made by parents of almost every second child of primary and secondary school age looks like. It is with this “list of complaints” that they turn to a psychologist, who should teach how to “communicate” and “motivate to study.” These tasks, of course, are already difficult to accomplish, but in some cases, this is especially problematic. We are talking about the category of children who have signs of Asperger's syndrome, but, for various reasons, are not diagnosed in time. So, how can a psychologist, who is approached with such complaints, “suspect” that a child may have Asperger’s syndrome: 1. Sliding, unstable, eye contact. As a rule, we look at the interlocutor for 5-8 seconds, then look away, then look again. If communication causes discomfort, we look away and hide our eyes. This is fine. But, if the child practically does not make eye contact, although he happily chats with you about everything and willingly answers all questions, or asks you a question and turns away, looking at something outside the window, this should alert the specialist.2. The intonation pattern of the child’s speech is peculiar - the speech seems a little mechanical, inexpressive.3. It is also worth paying attention to general motor skills. Often children with Asperger's syndrome give the impression of being “stiff,” awkward, with insufficiently coordinated movements.4. In a conversation, without embarrassment, the child tells you such details of his life that are usually not only told to strangers, but also to his relatives infrequently (for example, information about how many times a week his mother gave him an enema, etc.)5 . The child uses “book expressions.” Moreover, his rich vocabulary is clearly dissonant with the naivety and immaturity of his judgments.6. He considers unfamiliar people his friends, for example, children with whom he played for just half an hour on the playground. By the way, a good question to determine the degree of social competence of a child would be: “What is the difference between friends and acquaintances?” A neurotypical child with normal intelligence can easily answer questions from about the age of five. An 11-12 year old child with Asperger's syndrome with high intelligence usually cannot clearly explain the difference.7. He explains his problems in relationships with peers by saying that he is “not understood,” “they bully and tease him all the time,” “they say you’re a fool,” etc. In this case, it is advisable to ask for several examples of such incidents. Then it may become obvious that the child finds himself in stupid situations due to a lack of understanding of the “unwritten” rules of human communication. For example, one boy said that his classmates conspired to close the door in the classroom and sit quietly in order to play a trick on the teacher, who would think that there was no one in the class. When the teacher began to pull the handle, this boy said loudly: “We are here, Sergei Petrovich, we want to hide from you,” which naturally earned a couple of unflattering comments addressed to him from his classmates. So, if there are such signs, in order to clarify the picture, It is worth asking some more questions to parents: 1. When your child was two or three years old, did you have a desire to have his hearing checked, since perhaps he did not always respond to his name the first time, but immediately came running if he was offered candy?2. When did “I” appear? Was there a period when the child spoke about himself in the second person (“do you want some candy” instead of “I want some candy”?)2. Was he interested in the children on the playground? Did he “work out” to play cooperative games or did he have any difficulties (he didn’t understand the rules, wanted to always be the first, imposed his own scenarios or rules, was too “clever”)?3. Did the child play story games and act out his impressions (after going to the circus, zoo, etc.)?4. Did he willingly share his impressions from the walk, from visiting the kindergarten (for example, he told how “Masha and Petya had a fight, and