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ckground and aim: Motor impairments, such as hemiparesis, incoordination and spasticity, are the most common deficits after stroke. Most patients show recovery in some of their lost motor function over time. Motor rehabilitation  are included mixed of combined movement therapy techniques in many occupational clinics. cerebral waves such as Theta wave can influence on patients function. There fore, the purpose of this study is to understand the influence of combined of occupational therapy and neurofeedback on motor recovery of stroke patients. 

Materials and methods :This study used a single-system (A-B) design. During the baseline phase patient's function of  upper and lowe limb were measured by Fugl-Meyer and Berg Test on three day intervals during 4 week and have occupational therapy every day. After this time, their treatment program began. In this phase they received combined of neurofeedback and occupational therapy for 4 week. Then results of evaluations of two phases were analysed. 

 Results: Both cases show significant recovery at upper limbs( case1 81.1% , case2 68.1%) and lower limbs( case1 73.1% , case2 75.4% ) in Fugel-Mayer test and Berg test( case1 51.6% , case2 68.1%).

Conclusion:Regarding the significant recovery of upper and lower limb function of patients, adding neurofeedback to routine occupational therapy  can be considered as a practical method in rehabilitation of stroke patients. However further research is needed.                                                         

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Background and Aim: Many key problems in autistic children are related to executive dysfunction. This dysfunction is usually occurred due to structural and functional dissociation between brain regions. So neurofeedback can be used as a new treatment procedure in improving children's executive function through modifying brain waves but behavioral changes are usually reflection of long-term changes in the brain level. Therefore the purpose of this study is to investigate the overall effect of neurofeedback training and behavioral effects caused by adding occupational therapy based on cognitive rehabilitation.
Materials and Methods: Single system (A-B-A-B+C-A) design was used in this study. Participants were 2 children with autism spectrum disorder who completed 41 sessions during the study. They received neurofeedback intervention alone (B) during 20 sessions and in the following 12 sessions neurofeedback with occupational therapy (B+C). In this study, Wisconsin card sorting and tower of london tests were used for collecting information on children,s executive functions.
Results: According to the obtained results, the effect size of neurofeedback training on executive function was high for both participants. The rate of shifting attention was improved as one of the executive function items after adding occupational therapy and also the increasing effect of neurofeedback in planning was maintained.
Conclusion: The results of this study showed that neurofeedback can improve executive function in autistic children and the effect of neurofeedback can be more obvious if occupational therapy will be added. But gaining more significant behavioral changes after receiving occupational therapy needs more sessions.

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Background and Aim: Reading disorder is a neurodevelopmental disorder with deficits in cognition and motor skills. According to available studies, the brain structure in thesechildren is intact, but the brain function is abnormal. So, neurofeedback as a new treatment, can improve brain function in this disorder through regulating abnormalities of electroencephalogram (EEG). The purpose of this study was to investigate the effectiveness of neurofeedback balance protocol (to inhibit 4-7 Hz while reinforcing 15-18 Hz at electrode sites O1 and O2) on EEG and balance performance in children with reading disorder.

Materials and Methods: The study was conducted in a single subject design in 20 sessions. Participants were 4 children (1girl and 3 boys) aged between 8-12 years old who completed twelve 30-min neurofeedback sessions. Repeated measurements were performed during the baseline, treatment and follow-up by means of 2nd subtest of BOTMP for balance performance and EEG for brain waves changes.

Results: The results showed that the effect of treatment on balance performance was high (Cohen’d > 0.8) in all subjects but there were no significant changes in absolute power of brain waves.

Conclusion: The results of this study indicated that neurofeedback balance protocol can improve balance in children with reading disorder and may be more treatment sessions are needed for significant brain waves changes.

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  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