disorders in children ages 3-17 were ADHD 6.8%, behavioral or conduct problems 3.5%, anxiety 3.0%, depression 2.1%, autism spectrum disorders 1.1% and Tourette syndrome 0.2% (CDC, 2015, November 12). Childhood behavior disorders affect not only children, but also, families, and communities. Oliveira, Magalhaes & Salmela (2011) stated that mental health problems are a product of biologic and environmental factors that affect cognitive development in children. Doulames, Lee & Shea (2014) determined that environmental and social interactions are factors that impact behavior in early childhood. The social interaction that a child has with parents, siblings, close relatives, and neighbors at home; as well as teachers, school administrators, paraprofessionals, and tutors at school influence disruptive behavior in the classroom which impacts academic performance (Doulames, Lee & Shea, 2014). The association of child behavior disorders with low cognitive development in elementary schools are affected by external and internal factors that are related to the social interaction of children outside and inside of schools. From the children suffer a variety of disruptive behaviors school’s perspective, while at school. Behavior disorders in children are identified as issues that affect a child’s ability to succeed academically and are linked to early dropouts (Esch, et al, 2014). According to the American Academy of Pediatrics (2004), the most common disruptive behavior disorders that affect cognitive development of children in schools were oppositional defiant disorders (ODD) and conduct disorders (CD). In addition, Bilac, et al. (2014) found an association between classroom issues with aggressiveness and anxiety. In another study by Bilic (2006), some students were affected emotionally or
disorders in children ages 3-17 were ADHD 6.8%, behavioral or conduct problems 3.5%, anxiety 3.0%, depression 2.1%, autism spectrum disorders 1.1% and Tourette syndrome 0.2% (CDC, 2015, November 12). Childhood behavior disorders affect not only children, but also, families, and communities. Oliveira, Magalhaes & Salmela (2011) stated that mental health problems are a product of biologic and environmental factors that affect cognitive development in children. Doulames, Lee & Shea (2014) determined that environmental and social interactions are factors that impact behavior in early childhood. The social interaction that a child has with parents, siblings, close relatives, and neighbors at home; as well as teachers, school administrators, paraprofessionals, and tutors at school influence disruptive behavior in the classroom which impacts academic performance (Doulames, Lee & Shea, 2014). The association of child behavior disorders with low cognitive development in elementary schools are affected by external and internal factors that are related to the social interaction of children outside and inside of schools. From the school’s perspective, children suffer a variety of disruptive behaviors while at school. Behavior disorders in children are identified as issues that affect a child’s ability to succeed academically and are linked to early dropouts (Esch, et al, 2014). According to the American Academy of Pediatrics (2004), the most common disruptive behavior disorders that affect cognitive development of children in schools were oppositional defiant disorders (ODD) and conduct disorders (CD). In addition, Bilac, et al. (2014) found an association between classroom issues with aggressiveness and anxiety. In another study by Bilic (2006), some students were affected emotionally or