Aim and Background: The main purpose of this study was to review the effectiveness of applied behavioral analysis (ABA) approach on symptoms of autistic children during a five-year period.Methods and Materials: In this quasi-experimental study, 20 autistic children (3-7 years of age) were intervened by ABA approach at Isfahan Center of Autism for a period of five years (2007-12). Gilliam Autism Rating Scale (GARS) was filled out at baseline and at the end of the five-year period. Besides, the subjects were assessed by a checklist including cognitive comprehension, mathematical and verbal skills, and self-help at the beginning of the study and at the end of each year. After five years, all collected data was analyzed with SPSS19.Findings: Pretest and the posttest values of stereotypic behaviors, communication problems, social interactions, and GARS total scores were significantly different (P<0.001). Furthermore, significant improvements in cognitive comprehension, mathematical and verbal skills, and self-help were observed after each year and at the end of the five-year period (P<0.001).Conclusions: On the whole, it can be concluded that ABA-based interventions can effectively reduce symptoms of autism and increase skills.

In his book ‘, Stone Tools in Human Evolution, Behavioural Differences among Technological Primates’, , John Shea focuses on a new framework for analyzing stone tools to answer questions related to the evolution of human behavior. Although stone tools have great potential for understanding human evolution, the traditional archaeological approaches in analysis, biased our understanding on human evolution through them. Shea emphasizes that archaeologists must change their traditional approach and find new ways to study human evolution and behavior based on stone tools. This novel method will bring together palaeoanthropologists, palaeogeneticists and archaeologists and lead to a better understanding of the human behavior and evolution. The present paper tries to evaluate this new approach and see how close it is to achieve this goal. Reviewing the book shows that there is still a long way to go to understand human behavior and evolution through the study of stone tools. The book ends with many open questions, leaving readers wondering whether the author was able to tackle the traditional archaeological approach which Shea himself has been critical of throughout the book.

Introduction: The present study aimed to investigate the efficiency of parent behavior management intervention based on Gottman's intervention in reducing parental stress and children's aggression, through a virtual (online) education system, In 1400 in Bushehr.  Method: In this research, which is a quasi-experimental type, through targeted sampling and based on inclusion and exclusion criteria, 31 mothers were randomly divided into two groups, i.e., intervention and the waiting list. Then they were evaluated by the Parental Stress Questionnaire and Achenbach scale. The validity of the therapy program was confirmed through the content validity index (CVI = 0.94). The intervention was formulated in eleven 90-minute sessions. Result: Variance analysis, repeated measures, and post hoc tests were used to analyze the quantitative data. The findings showed the efficiency of parent behavior management intervention based on parent emotional intelligence coaching in reducing parental stress (p= 0.03, f=5.03). Children's aggression (p= 0.03, f=5.55) through a virtual (online) education system compared to the waiting list group in both the pretest and post-test stages, and in addition to alleviated parental stress, children's aggression was also generally reduced. Conclusion: The findings of this study emphasize the effect of online parent management training intervention based on the Guttman protocol in reducing parental stress and children's aggression, Therefore, it is suggested that therapists use online parent management training intervention as a useful method.

The research purpose is to investigate the relationship between behavioral activation system (BAS) and behavioral inhibition system (BIS) with students’ capabilities and behavioral disorders. Our statistical population included all the male and female students studying in junior high school and the first grade of high school in the school year ran from 2003-2004, out of which 600 students (288 boys and 312 girls) were selected using multi-stage sampling and the instruments employed were "Gary and Wilson Personality Questionnaire (GWPQ) and Goodman’s Strength and Difficulties Questionnaire (SDQ)" filling out self-report and parents-report forms.Findings indicated that anxiety disorders are positively, significantly correlated to behavioral approach system, conduct disorder (CD) and attention deficit hyperactivity disorder (ADHD). Overall, our findings also showed a statically significant relationship between behavioral approach system in Gary and Wilson’s theory and students ‘capabilities.

Aim and Background: High prevalence of borderline personality disorder and its harmful social, health and economic consequences highlights the importance of studying this disorder and its underlying factors. The present study aimed to investigating behavioral-brain systems of individuals with borderline disorder and its discriminative aspects of these systems in patients and healthy controls.Methods and Materials: Thus 30 patients who admitted to Razi Hospital (Tabriz, Iran), completed the behavioral inhibition system (BIS), behavioral activation system (BAS) questionnaire by Carver and White (BIS/BAS scales). Control group consisted of 30 subjects without any mental disorder history.Findings: Results from multi-variant regression analysis showed that the two groups had statistically significant differences in BAS, BIS and sensation seeking scale (P<0.01). Among these factors, sensation seeking scale with Wilks’ lambda=0.42 and BAS with Wilks’ lambda=0.53 had statistically significant role in discrimination between the two groups.Conclusions: Hyperactivity of BIS caused a permanent anxiety and negative emotions experienced by borderline patients and hyperactivity of BAS could be the underlying reason of impulsivity, which is the core component of borderline personality disorder. According to other studies in the field of bio-neural factors effects in development of borderline personality disorder, this study can help to improve our understanding of disorder and therefore help to improve developing accurate methods to predict the possibility of disorder. In addition, it will help us to develop methods for primary prevention and developing more effective therapy methods.

Introduction: Psychiatric disorders could be evaluated in terms of behavioral activation and inhibition systems. Dysregulation of these systems may lead to development of manic or depressive episodes in patients with mood disorders. This study aimed to identify Behavioral Approach System (BAS) and Behavioral Inhibition System (BIS) hypersensitivity as the functional brain system behaviors in patients with major depressive disorder and bipolar mood disorder I, compared to healthy individuals.Methods: This case-control study was conducted in Razi Psychiatric Hospital, a mental health referral center in Northwest of Iran. The study consisted of two groups of patients, one with major depressive and the other with bipolar mood disorders and one healthy group. Each group had 40 patients (20 men and 20 women). The study data were collected through BIS and BAS questionnaire, Beck Depression Inventory (BDI-II), Young Mania Rating Scale (YMRS). The obtained data were analyzed by SPSS version 18.Results: The findings showed a significant negative correlation between BIS, BAS and BAS subscales with the severity of depression and positive correlation with mania symptoms (P<0.05).Conclusion: BAS and BIS dysregulations may predispose people to mood disorder symptoms. BAS is hyperactive during manic phase and may predict the symptom severity of bipolar mood disorder.

Background & Aims: The present research was conducted to study the effect of cognitive-behavioral play therapy on Behavioral Problems of disobedient students.Materials & Methods: This research was experimental, and a pre-test, post-test, follow-up with control group design were applied. By using multistage sampling, 30 third-grade students who met DSM-IV criteria for oppositional defiant disorder were selected and randomly divided into control and experimental groups. SNAP-IV Rating Scale (Teacher Form) was used to measure of behavior problems of children's and was completed by their teachers. Then, the experimental group received play therapy for 10 one-hour sessions. For statistical data analysis, covariance analysis is used.Results: Results indicated that there is a meaningful difference between the rate of behavioral problems of students in both control and experimental group in post-test and follow up stage (p£0.001).Conclusion: Results of this research shows that cognitive-behavioral play therapy have an effect on reducing symptoms of behavioral problems in disobedient students and can be used as an effective intervention to eliminate or decrease these problems.