Objective: Behavioral problems constitute a wide range of childhood problems. Acquiring information regarding the behavioral problems in children with cerebral palsy is essential to identify and manage such problems and to promote psychological and mental health services for children with cerebral palsy. The purpose of this study was to describe behavioral problems in children with cerebral palsy.

Materials & Methods: In a cross-sectional study, 90 children with cerebral palsy, aged 4 to 12 years, referred to rehabilitation centers in Tehran in 2011, were selected by convenient sampling method. Children were assessed using parent version of Strengths and Difficulties Questionnaire. Descriptive statistics, chi-square and logistic regression tests were used for analyzing the data.

Results: The findings showed that the prevalence of behavioral problems in children with cerebral palsy was about 43.3 percent. According to sub-groups of diagnostic class of Strengths and Difficulties Questionnaire, the highest prevalence belonged to peer problems (82.2%) and the lowest prevalence was related to hyper activity problems (4.4%). There was a significant difference between IQ level, GMFCS level and Total Difficulties Scores (P<0.05).

Conclusion: As significant proportion of children with cerebral palsy suffers behavioral problems, specific educational and therapeutic programs are recommended.

Objective: Autism is one the most disturbing neurodevelopmental disorders associated with variety behavioral problems including communication deficits. The present study is aimed to examine the effectiveness of the Picture Exchange Communication System (PECS) on behavioral problems of autistic children.

Materials & Methods: This study follows a quasi- experimental single subject A-B design. Four boys with autism (aged between 3-7 years) were selected from the Center for the Treatment of Autistic Disorders, Tehran. They were received PECS training for duration of four months (42 session), three sessions per week. Direct observation assessment and Autism Treatment Evaluation Checklist were applied 6 times during the course of the study.

Results: Separate set of analysis of the data reveled a positive effects of PECS on reduction of behavioral problems in three children, although, some differences were identified between them.

Conclusion: Enhanced ability to communicate by PECS, would effectively reduce behavioral problems of children with Autism

Objective: This study was aimed to determine the effectiveness of pivotal response training (PRT) on behavioral problems of 4-6 years old children with autism.

Materials & Methods: the present study was a quasi-experimental study with time-series design with two groups. Twelve individuals with autism (3 girls and 9 boys) who were attending in Beautiful Mind Clinic at Tehran in 2012 were selected in convenience and divided equally into experimental and control groups. Experimental group participated in 15 sessions (three times in week) and received pivotal response training, but control group received mainstream programs (consists of applied behavioral analysis,and speech therapy) of the clinic. All children were evaluated by Giliam Autism Rating Scale (GARS) 3 times before and after intervention sessions. Data were analyzed by analysis of covariance.

Results: The results of analysis of covariance analyse showed that stereotyped behaviors and communication skills were reduced in experimental group, but there were no significant difference between experimental and control groups.(P=0.45). Also, findings showed that social interaction of experimental group improved, compared to that of control group (P<0.001).

Conclusion: We can conclude that pivotal response training program has a positive effect on social interaction of children with autism, but there was no significant effect in terms of stereotype behaviours and communication skills.

Objective children and adolescents are faced with wide range of social challengeable situations every day. Intellectual Disability is a condition that determined by significant limitations both in intellectual functioning and in adaptive behavior. This condition occurs before the age of 18 years. The prevalence of intellectual disability is estimated to be at 1-3% of the total population. 
Children and adolescents with intellectual disabilities have deficits in social skills and hence, require social skills training.  It is important for students with intellectual disability to make and maintain positive social relationships with family, peers, teachers and other community members.
Social skill training will have the most positive effects on the behavior of students with intellectual disability during the adolescence period. The present study was designed to investigate the effect of social
skills on behavioral problems in adolescents with intellectual disability.
Materials & Methods This was a quasi-experimental research with pretest and posttest and a control group. The study population included 28 adolescents aged 14-16 years with mild intellectual disability in Tehran who were selected using the convenience sampling method.  The subjects were randomly assigned into control and experimental groups. The experimental group participated in a training program for 10 sessions. In these sessions, social skills were taught individually. The control group did not receive any social skills training. After this stage, problem behaviors questionnaires were completed by all subjects (control and experimental group). The data obtained was analyzed using descriptive statistics (such as mean, standard deviation and Kolmogorov-Smirnov test for normality of the data) and inferential statistics (such as analysis of covariance).
Results It was found that despite the difference in pre-posttest mean between both the groups, social skills training did not have any significant effect on the behavioral problems of students with intellectual disability (P>0.05).
Conclusion This research showed that social skills training were not significantly effective on behavioral problems in adolescents with intellectual disability. Although our results were not effective, research evidence shows that people with cognitive delays (such as intellectual disability) require social skill training programs that include all of their academic, career, daily life, and social skills. As social skills learning plays a role in personal and social adjustment, it is necessary to pay more attention to these skills.

Objective Attention Deficit Hyperactivity Disorder (ADHD) is the most common psychiatric disorders among children referred to treatment centers that caused problems in their personal and social lives. Thus, this study aimed to investigate the prevalence of behavioral problems in children with ADHD.
Methods & Materials This descriptive-analytical study included 278 children (aged 7-11 years) with ADHD who were referred to the Children's Medical Center and Clinic of Psychiatry, Atiyeh during 30-03-2012 to 20-04-2012. The behavioral problems of children who were diagnosed with ADHD by psychiatrists were assessed using Child Symptom Inventory (CSI-4). SPSS19 was used to describe and analyze data.
Results Based on the results, most visitors were boys, and AD in the girls and combined ADHD in the boys had the highest frequency. No significant relationship was found between gender and type of disorder. Most of the children reported only one behavioral disorder such as confrontational behavior, specific phobia, generalized anxiety disorder, separation anxiety and dysthymia.
Conclusion The prevalence of inventory disorders in the three types of ADHD varied according to age and sex. Statistically significant differences were observed between the three types of ADHD, confrontational disorder (4000.0), and anxiety (0.02).

Objective The Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-V), has defined behavioral disorders (i.e. oppositional defiant disorder, conduct disorder, and disruptive behavior disorder) as conditions involving problems in the self-control of emotions and behaviors. The underlying causes of behavioral disorders can vary greatly across disorders and among individuals within a given diagnostic category. The behavioral disorders vary from aggression or sudden arousal to depressive actions. It contains various extreme, chronic, and deviant behaviors. Such disorders lead to individual or social problems and require educational and therapeutic intervention. Such problems in children can increase their vulnerability to psycho-social confusions in adolescence and adulthood. The present study was aimed to determine the effects of emotion management training to mothers on the behavioral problems of their boy offspring. It also measured the efficacy of the program from the parents’ perspectives.
Methods & Materials The present study was semi-experimental, having a pretest and a posttest design with a control group. An elementary masculine school was selected in convenience from the statistical population in Kermanshah City. All of the students (96 individuals) who studied at the elementary school were evaluated by the Rutter (1967) Children’s Behavior Questionnaire for parents. Thirty students who acquired high score (13 points and higher) in the questionnaire were diagnosed as having behavioral problems. An explanatory session regarding the purpose of the study was held for their mothers. The mothers were randomly assigned to an experimental and a control group in equal numbers (each group=15 individuals). The experimental group attended 9 training sessions for two months (once a week; per session lasts for 60 minutes (and received emotions management program, but the control group did not attend any such session. Again, all the students were evaluated through the Rutter Children’s Behavior Questionnaire for parents after the 9th session. Data were collected through the questionnaire before and after the training sessions. Multivariate analysis of covariance was used by SPSS (version 20) for analyzing the data.
Results The findings showed that there was a significant reduction in the scores of components of behavioral problems as follows: aggression and hyperactivity (P<0.01), anxiety and depression (P<0.002), social maladjustment (P<0.05), and antisocial behaviors (P<0.001). There was also a significant reduction in the total score of behavioral problems (P<0.001) of the offspring after mothers’ participation in emotion management training sessions. But, the score of attention shortage increased after the training sessions in the experimental group although this variation was not significant (P<0.01). It can be stated that according to Eta square, 66% of the variation in the total score of behavioral problems in offspring was due to mothers’ participation in the emotion management training program. We also found that 24%, 33%, 15%, 38%, and 11% of variations in components such as aggression and hyperactivity, anxiety and depression, social maladjustment, and antisocial behaviors, respectively, can be explained by the mothers’ participation in training sessions.
Conclusion We conclude that the training intervention (especially, emotion management training) for mothers who have male offspring with behavioral problems is beneficial not only for strengthening the parents to manage their emotions effectively but also for reducing behavioral problems in their offspring.