The process of assessing the socio-communicative needs of children with Asperger’s disorder should be adequately justified in order to define the lines of intervention in the most appropriate natural contexts, taking advantage of skills to promote the most deficient skills of this population. The aim of this work is to carry out a psychopedagogical assessment of a child with Asperger’s syndrome in order to design intervention work in the appropriate social and communication area, the ultimate aim of which is to adapt the child to the environment in which he is immersed. To this end, the qualitative case study method was adopted with an interpretative approach allowing a thorough understanding of the case in question. A number of educational needs related to the adaptive behaviour of the child in school and the establishment of social relationships are derived from the data collected. In addition, some guidelines for social and communication intervention are proposed in order to promote functional behaviour in the school context. Just as the characteristics that characterise the general population of children differ significantly from each other, the case analysed here is a clear example of the heterogeneity of children with ASD in terms of social and communication needs. The assessment of these dimensions is considered to be of fundamental importance, since it is the responsibility of professionals in the field of psychology and education to adapt the guidelines laid down for these cases to the specific characteristics of each child. Asperger Syndrome, Socio-communicative Needs, Psychopedagogical Assessment, Social Intervention and Communication.The assessment process of socio-economic needs of children with Asperger syndrome must be justified in an order to set the most appropriate and natural lines of intervention, taking forward competences to promote related skills of this population. This paper aims to carry out a psychological assessment of a child with Asperger Syndrome in order to design an appropriate social-communicative intervention, whose finalised goal is the social adaptation of the child to the setting in which it has been included. For that it was taking the qualitative case study method with an interpretive approach that enables a deeper understanding of the case. All collected data illustrates a set of educational needs related to adaptive behaviour of the child in school and establishing social relationships. Some social and Communicative guidelines to promote the functioning behaviour of the child in the school context are also proposed. Just as defining characteristics of the population of children in general differ significantly from each other, the analysed case here is a clear examination of the diversity that found among children with ASD in terms of social and communication needs concerned. The assessment of these dimensions is considered to be considered to be critical. Educational and psychology professionals have the responsibility to adapt the guidelines that are established for such cases to the Particularities of these children.Keywords: Asperger Syndrome, Socio-communicative needs, Psychopedagogical assessment, Social and Communicative intervention.