Autism is constituted by a number of psychiatric impairments which are classified according to the so-called DSM-IV-TR the criteria. This system is used worldwide. Five subgroups of autism can be distinguished: 
(classical) autism
- the impairment of Asperger
- PDD-nos
- RET syndrome
- Desintegration Disorder of the child age

The Dutch association for psychiatry has developed  the protocol "autism and autism- related contact impairments (Van der Gaag and Berckelaer-Onnes, 2002). Here, attention is paid to
the seriousness of the impairment (from deeply impaired by factors within themselves to people who equal mostly harmonious normal people and become anxious and chaotic by surroundings factors)
the social orientation and involvement on other one (from ` aloof ' or concluded of everything, to ` passive ' or ` people who always are a step slower and copy behaviour ' to ` active but odd ' who think to know the rules of the game, yet are trapped by it) (Wing, 2001) Autism and autistic spectrum disorders (ASD) all have their own symptoms, but globally three symptom groups have been distinguished: contact impairment in the social reciprocity, communication impairments in language and impairments in imagery capacity. These can differ seriousness. Much study is done into possible causes and the types of treatment for children with autism. How more earlier there clarity comes in what the strong and weak sides of a child are can the surroundings of a child this way being appropriate possible be all the rather made. Beside counseling neurofeedback can play a good role. The last years more research has been done into the impact of neurofeedback in children with ASD. It shows that neurofeedback based on qEEG frequently has a positive impact . A study by Jarusiewicz (2002) shows that after neurofeedbacktraining the score on the Autism Treatment Evaluation checklist has fallen with 26%, whereas in the control group this only 3%. In children with autism who have had neurofeedback training, autistic symptoms and behaviour have significantly diminished. Pineda (2006) showed that there after neurofeedback training in children with ASD improvements act in tasks which appeal to imitation. Imitation can be very difficult for children with ASD. Also QEEG studies into the brain activity of children with ASD have been done. As a result, more and more clarity emerges in structural differences in brain activity between children with ASD and a control group. Oberman (2005) showed a fall of electric activity on the motor cortex with self-implemented and observed operations in healthy subjects. This fall was lacking in people with autism when they observed other people's operations. This gives a good basis for neurofeedback training in ASD.