Depression and fatigue are common symptoms of multiple sclerosis (MS) and are the primary determinants of impaired quality of life in this demyelinating neurological disease. Untreated depression is associated with suicidal ideation, impaired cognitive function and poor adherence to immunomodulatory treatment. For these reasons, systematic screening and management of depressive symptoms and fatigue is recommended for all patients with MS. The objective of this study was to evaluate the effectiveness of neurofeedback in treating depression and fatigue in persons with MS. We conducted a randomized trial with 24 MS patients with primary fatigue and depression. Participants were randomized into two groups: neurofeedback training group (16 sessions of NFB) or treatment as usual. Participants were evaluated at 3 time points (baseline, end of the treatment, and 2-month follow-up) using the Fatigue Severity Scale and Depression subscale of the Hospital Anxiety and Depression Scale as outcome measures. A repeated measures analysis of variance was used to examine differences between the groups. NFB significantly reduced symptoms of depression and fatigue in patients with MS patients, compared to treatment as usual (p < .05), and these effects were maintained the 2-month follow-up (p < .05).

The present study investigated the effects of parent management training, problem-solving skills training and the eclectic training on symptoms of conduct disorder in Isfahan elementary school students during the educational year 2010-2011. The sample included 40 male pupils (ages 10 to 11) randomly selected assigned to experimental and control groups. Four groups were formed (each group consisted of 10 students), namely parent management training, problem-solving skills training, eclectic training and a control group. Child Behavior Checklist (CBCL, Achenbach, 1991) and clinical interview were used as research instruments. Three methods were used as intervention (parent management training, problem-solving skills training and the eclectic training).The results of the analysis of covariance ANCOVA with repeated measure indicated a significant difference between parent management training, eclectic training and the control group, however no significant difference was observed between problem solving skills training group and the other groups. Scheffe post-hoc test was also used which indicated that parent management training and eclectic training intervention decreased the conduct disorder symptoms in comparison with the control group. Also, the results indicated that eclectic training was more effective than parent management training.

It is more than a century that children with learning disability have been studied by educational experts, and this topic has been studied as a new branch. Learning disability is a kind of disorder which affects all aspects of the child's life. Children suffering from this disability have some disorders in their visual, auditory and touch perception.These perceptional problems cause limitations in understanding social issues, and some problems in communicating with other people and peers. The training methods which have so for been used for learning disability have focused only on one aspect of the disease and have improved only sensory, perceptional or motor aspects. This study aims at providing a new restorative method in which all the three, i.e. sensory, perceptional and motor aspects, are taken into consideration. In this method that we introduced in this article, after evaluating children by means of mixed methods we try to develop the child's sensory perceptive physical skills. After the training sessions, the children can be re-tested and the results can be compared.