Asperger's syndrome is an autism spectrum disorder that describes a subgroup of children with a tendency for behavioral problems, which led to their exclusion from school and was one of the main reasons why children subsequently diagnosed with autistic personality disorder were referred to his clinic in Vienna. Sometimes children with Asperger's syndrome are seen more as adults than as children. Indeed, such children can act in the classroom as assistants to the teacher, correcting and disciplining other children. In conflict situations, they are less likely to turn to an adult to act as a judge, and tend to 'take the law into their own hands'. These children may also learn that acts of aggression can repel other children, ensuring continued solitude. Conflict and confrontation with adults can be exacerbated by disrespect, negativism, and difficulty seeing differences in social status or hierarchy, resulting in disrespect for authority or maturity. A child with Asperger syndrome is often immature in the art of negotiation and compromise and may not know when to back down and apologize. He or she will not accept a particular school rule if it seems illogical and will proceed with a point or argument as a matter of principle. This can lead to a history of significant conflict with teachers and school authorities. Today, Asperger's syndrome is an increasingly important problem in modern child and adolescent psychology, and it is estimated that more and more children have this syndrome. In this context, researchers, psychologists and pediatricians strive to improve the understanding of Asperger's syndrome and the difficulties faced by children with this diagnosis. In this thesis, the focus is on diagnosing, the course of the disease and the possibility of improving social competence and understanding emotions in children with Asperger's syndrome, the biggest difficulty that people with Asperger's syndrome face in their lives and which significantly hinders their quality of life.