In decades of experience as a psychiatrist, there have always been a few nuggets of information that have made it difficult to make a differential diagnosis of a patient’s mental illness. The “interesting” or “uninteresting” nature of the patient’s life course is one such important piece of information that can be understood but not conveyed. The concepts of “uninteresting” and “interesting” are basically similar to these two concepts in everyday contexts, but they are also slightly different. In the everyday context, “uninteresting” people tend to refer to those who have limited fun in life, who do not smile and laugh, who do not give pleasure in their interactions, and with whom it is difficult for people to become close friends. Moreover, they do lack real friends. On the other hand, “interesting” people are those who have a lot of fun in their lives, who laugh and smile with anyone they talk to, and with whom they want to be friends. In fact, they have a lot of close friends. Boredom is actually an indescribable characteristic of psychiatric patients that is discovered by doctors during “interviews” with the patients during psychiatric visits. For example, these patients have personality or behavioral characteristics such as being withdrawn, stubborn, having narrow interests, and having few friends before they become ill. Upon further investigation, these patients often exhibit such behaviors since childhood, and as they grow up, such problems become more and more prominent, thus affecting their social adaptability and alienating them from the mainstream social groups. Moreover, because of their significant maladaptive and eccentric personalities, and because of the prominent psychotic symptoms such as hallucinations, delusions, and bizarre thought content that often follow mental illness, most of these patients are diagnosed with schizophrenia, a disorder with an overall poor prognosis. However, these patients are most likely misdiagnosed, and the most likely reason for this misdiagnosis is the lack of proper recognition of their presence of adult Asperger’s syndrome. One category of psychiatric disorders that has been overlooked by psychiatrists is autism spectrum disorders that begin early in development, particularly the “high-functioning” Asperger’s syndrome. Moreover, because high-functioning Asperger’s syndrome patients generally do not have significant deficits in cognitive and language functioning in early development, and social maladjustment is not significant, they are easily overlooked and not recognized and diagnosed, and are not detected until adolescence or even adulthood when they seek medical attention for other psychiatric disorders. Of course, in many cases, if doctors are not sufficiently alert and cognizant of the condition, it may still be overlooked and the condition may be under-diagnosed, leading to a misdiagnosis of the patient’s mental disorder. Asperger’s syndrome is a pervasive developmental disorder that may manifest itself shortly after birth. In general, the most central feature of the syndrome is a developmental deficit in social functioning, i.e., throughout each stage of development, the affected child has difficulty in achieving the level of development of social skills appropriate to the developmental stage or age of a normal child. This deficit is reflected first and foremost in the non-verbal aspects of interpersonal interactions or communication, which in layman’s terms can be described as an inability to “read people’s faces”. For example, from an early age, children are characterized by a tendency to turn a blind eye and a deaf ear to non-verbal messages in interpersonal interactions: they are often unable to correctly grasp the messages conveyed by other people’s glances, facial expressions, gestures, and postures, and they are unable to hear the messages contained in other people’s voices, intonations, and changes in the speed of speech. At the same time, the child cannot understand the subject of the current communication with the help of other information in the environment (the so-called context), and cannot respond appropriately accordingly. On the one hand, the information they grasp in interpersonal communication is incomplete, and they may distort or misunderstand the relevant information; on the other hand, they cannot understand and grasp these non-verbal information, and they cannot learn to use these ways to convey information and express their thoughts, which inevitably leads to difficulties in interpersonal communication and an inferior position in interpersonal relationships, and they will be easily rejected by members of groups who have normal interpersonal communication skills. Although the children are willing to play and socialize with their peers, their lack of social skills makes it difficult for them to gain a foothold in the “small circle” of their peers, and of course, they cannot establish friendships with their peers with deep connotations, and ultimately, they become “peripheral molecules” outside the peer group. “The children with Asperger’s Syndrome will not be able to establish deep friendships with their peers. The developmental deficits in social functioning of children with Asperger’s syndrome are also reflected in the verbal aspects of interpersonal interactions or communication. Although their ability to learn and use language and words is not too different from that of normal children during their growth process, especially in the early stage of development, their ability to learn and use language and words is always limited to the surface or superficial meaning, and they lack the ability and sensitivity to learn and use language and words with the ability to learn and use language and words in an extended manner, to learn by example, to learn by example, and to be able to improvise and adapt to changing circumstances. For example, they generally can only understand and express the basic meaning of language and writing without the ability to extend it. They often cannot hear or read the deeper meanings of the language and words, and it is difficult for them to understand the meanings of “irony” and “pun”, and it is difficult for them to understand correctly and correctly the complex meanings of some humorous language, hilarious phrases, and the “baggage” of the comedy programs. It is difficult to understand the meaning of “irony” and “pun” correctly and comprehensively. Commonly speaking, children with Asperger’s syndrome in the language of communication is defective: can not hear the “string”, can not understand the “meaning”. Of course, since they can only obtain superficial, literal and shallow information in verbal communication, it is impossible for them to learn how to correctly use the deeper meaning of language to express their own thoughts, and in turn it is impossible for them to learn how to correctly use the deeper meaning of language to think, so that their thinking and verbal expression are extremely stereotyped and monotonous, or people think that they are “chewing on the words”, or think that they are “chewing on the words”, or think that their thinking and verbal expression are extremely stereotyped and monotonous. As a result, their thoughts and expressions are extremely stereotyped and monotonous, or they are perceived to be “chewing on words”, or their words are perceived to be “irrelevant”. In the early childhood stage, due to the difficulty of interaction with their peers, the affected children can only learn to use the adult language or written language that is applicable to the adults with whom they can establish interpersonal communication, which makes many parents of the affected children feel that their children speak like “small adults” or “crepuscular”, but it is difficult for them to speak in the same way as their peers. Many parents feel that their children speak like a “little adult” or “in a formal manner”, but it is difficult to find out the reason for this. Since the children have been learning and using the usage and meaning of the extremely standardized adult language and writing throughout their growth, it is often difficult for them to grasp the usage and meaning of these languages and writing in the future development and change, and they cannot make the language and writing “live”. For example, it is difficult for them to learn Internet language, which is changing in the context of modern society, and even if they do use it occasionally, they often do not understand the meaning of the words. Asperger’s syndrome is also characterized by two important aspects of non-interpersonal interactions. The first is a stereotyped and ritualized pattern of behavior with restricted and specific interests, and the second is dyspraxia and motor clumsiness. Children with Asperger’s syndrome show stereotyped and ritualized patterns of behavior from an early age. In play activities by themselves, the patterns and procedures are more rigid and fixed, and it is difficult to guide them to change to another pattern or procedure. In shared play activities, the child is reluctant to accept others’ ways of playing and tries to maintain his or her own patterns. Later in life, the child’s routines and patterns of daily activities are also more rigid and fixed. For example, when choosing routes to school or visiting friends and relatives, the child is accustomed to the inherent unchanging routes. Some schedules and procedures in daily life are also often stereotyped, such as engaging in certain activities at a relatively fixed time and place, and using certain inherent objects when engaging in certain activities. Children with Asperger’s syndrome may have a special interest in knowledge that requires mechanical memorization and has limited practical use, such as train schedules, telephone numbers, and explanations of obscure words. Motor clumsiness is also an extremely common defect in Asperger’s syndrome, and it continues throughout life, showing up at any age. In infancy, the child can barely crawl; in early childhood, the child has difficulty learning activities that require complex skills, such as learning to tie shoelaces much more slowly than normal; and in school age, there is significant difficulty learning sports skills and dance movements. In short, children with the disorder have different deficits in motor skills that require coordination and dexterity. Moreover, their motor deficits are often associated with visual-spatial-motor perception deficits, both in terms of motor clumsiness and poor manipulative skills, to the extent that they may be ostracized as children and adolescents both for their socialization deficits and for their motor skill deficits. If observed from an onlooker’s point of view, their inflexibility in motor activities, stiffness of gait and body posture, and eccentricity can make an impression. Perhaps it is due to the deficiencies in these areas that these people have been growing up with that they always behave out of place with others in their social life, and it is difficult for them to really build up a social circle that is favorable enough for their growth and adaptation in a suitable group. Moreover, due to the above deficiencies, the most prominent psychological problem brought about by the negative effects of the lack of social interaction is poor sense of security, especially the inability to trust others easily. On this basis, patients are very prone to anxiety when facing unfamiliar or unadapted environments, which may even lead to transient and obvious psychotic symptoms. Long-term impairment of social functioning also adversely affects patients’ vulnerability to psychiatric disorders and their prognosis after developing psychiatric disorders. On the one hand, they are maladjusted due to their developmental deficits and are highly susceptible to psychiatric stress and the development of typical psychiatric disorders such as social fears, obsessive-compulsive disorder or bipolar disorder. Moreover, also because of such deficiencies, their ability to self-regulate and change after illness is limited, and even if they receive regular treatment, the process of improving their condition and returning to normal is quite long and difficult. On the other hand, because of their weak social support system, they also have difficulties in getting support from the resources of the social support system after the occurrence of mental stress or after suffering from mental disorders, which will likewise affect the process of improving their conditions or returning to normal. Therefore, the deficits inherent in Asperger’s syndrome are a major reason for the poor prognosis of both children and adolescents with Asperger’s syndrome and adults with Asperger’s syndrome after suffering from a mental disorder. It is for the same reason that psychiatrists who find that patients diagnosed with any of the mental disorders do not achieve the desired outcome after regular treatment should consider ruling out the presence of neglected or under-diagnosed Asperger’s syndrome and take appropriate treatment measures to improve the patient’s prognosis.