---

Background and Aim: Difficulties in sidedness of autistic students and their defected language and communication function can be in relationship with their educational state. This research was designed to investigate the possible relationship among sidedness, communicative function and educational state in autistic students. 

Materials and Methods: This is a described-analytic research and a kind of cross sectional and comparative one. For these purpose 40 autistic students with age average 10 years old and 8 months (SD=±2.5) were chosen. Communicative function questionnaire were completed by all subjects‘parents. We used observation check list to examine handedness, footedness, and dominant eye and ear. Using of T-test, covariance analysis data were analyzed.

Results :Data analysis indicated that there is not significant statistically difference  between communicative function and educational state(p<0.05),but participants with weak educational state less tend to definite sidedness preference-in hand and foot not in eye and ear (p>0.05).

Conclusion: These findings reveal that stability of sidedness, which obtains with interventions rehabilitation in autistic students, can perform important role in high language skills and appropriate educational state for them.

---

Background and Aim : Birth of a premature infant can instigate emotional crisis for the parents and encounter them with a variety of needs. The aim of this study was to specify the educational needs of parents of premature infants admitted in the neonatal intensive care unit (NICU).

  

Materials and Methods: The study was performed by qualitative research approach. Twelve participants including 9 parents of infants in NICU, 2 nurses and 1 pediatrist were selected by purposive sampling method. Data were gathered by semi-structured interview in akbarabadi, aliasghar, firoozgar hospitals. Data were analyzed content analysis approach.

  

Results: Two themes emerged from data analysis which expressed educational needs of parents of premature infants admitted in NICU. These themes were: need for knowledge and information about prematurity, and need for acquiring skills for caring premature infants.

  

Conclusion: Most parents have not sufficient knowledge and information about premature infants and resolving these needs can help them to achieve a better sense of control over the situation. Understanding of these needs can help care team to provide better services for parents premature infants.

  

Keywords: Educational needs, Parents, Premature infants, Qualitative research

---

  Background and Aim: Social psychologists defines aggressive act a conscious behavior that its aim is creation physical or mental pain and suffering. Aggression is relatively permanent inclination to expressing behaviors along with ruff from a person in different position.

 

Materials and Methods: The research is done in frame a quasi-experimental design (pre-test and post-test) with two test and control groups with t reatment protocol (t3-t4: s tructures and complex communication networks that there are in under cortex or cortical that to it called limbic system or lateral and is responsible emotions and memory ), on 30 adolescents 13-15 years old with aggression disorder. Sampling method was accessible. Treatment has been implemented during 20 sessions, for 2 months and 3 sessions, in every week (30 minutes). For data collection is used of Buss and Perry Aggression Questionnaire that iranian reliability reported for the total scale (0/82) and validity (0/73).

 

Results: The results of analysis of covariance about anger show that calculated F (14/55) is greater from table F with significant 0/01. Thus with confidence 0/99 can be claimed that use of neurofeedback method is causing reduction “anger”. The results of analysis of covariance about physical aggression show that calculated F (36/5) is greater from table F with significant 0/01. Thus with confidence 0/99 can be claimed that use of neurofeedback method is causing reduction “physical aggression”. The results of analysis of covariance about verbal aggression show that calculated F (5/77) is greater from table F with significant 0/01. Thus with confidence 0/99 can be claimed that use of neurofeedback method is causing reduction “verbal aggression”. The results of analysis of covariance about hostility show that calculated F (36/5) is greater from table F with significant 0/01. Thus with confidence 0/99 can be claimed that use of neurofeedback method is causing reduction “hostility”.

 

Conclusion: The results are expression that intervention with protocol (t3-t4) is causing reduction aggression behaviors in adolescents.

 

Key words : Neurofeedback , Aggression, Adolescents , I ntervention , Education