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
Methods The search engines used for the initial literature review were: Academic Search Premier, PubMed, and Google Scholar. The terms used to search included Boolean phrases as “Children behavior”, “cognitive development”, “low cognitive development”, children’s behavior issues”, “child development”, “Children behavior issues” AND “cognitive development”, “behavior issues” AND “children impact of behavior issues in classroom”. This project employed a systematic review to assess how children’s behavior disorders impact cognitive development in elementary schools. The systematic review examined research conducted on the association of external and internal factors that affect children’s behavior and impede cognitive development. Other scientific studies were selected based on issues related to behavioral disorders and school-based interventions. This study also examined behavioral strategies used to intervene with children with conduct problems that result in poor academic progress in the classroom. Inclusion and exclusion criteria The systematic review was limited to studies related to the target population (children ages 4-11) and to external and internal factors that impact children’s behavioral
anxiety disorders and behavioral inhibition inhibition SOC 10.7% Neuner, & Catani, (2015) Schools of Northern Sri Lanka study 359 Primary School children aged 7-11 and their guardians Children’s exposure to traumatic events, mental health symptoms, and parenting behavior Parenting violence significant risk factors for the mental health of children 4 Wang & Zhou (2015) Three primary schools located in mid-sizes city in northern China research 119 119 couples of 1-child Parents’ mental health and family functioning on child’s behavioral problems Parental mental health correlation with child’s behavioral problems Mother no significant Father moderate level 5 Flores, Supan, Kreutzer, Samson, Coffey, & Javier, (2015) Los Angeles, California Pilot Control trial 20 Filipino parents Primary caregivers of a child aged 6 to 12 years 12-week “Incredible Year” (IY) pilot program IY reduced the incidence of mental health disorders among children 3 Table 3: Characteristics of Included Qualitative Studies Study (Authors’ name) Setting Theory Participant Data Analysis Approach Key Themes Quality Score Losinski, Zablocki, & Teagarden (2014 Where the took place: group or individual 197 Children 7.53 years old from the 16 studies reviewed Self Regulated Strategy instruction (SRSD) to improve writing Results suggest that SRSD is similarly effective for teaching children and adolescents identified E/BD 5 Taylor, Valentine, Sellman, 12 UK primary schools Qualitati- ve 22 parents and 29 Parents of 4-8 years olds and ‘1-2-3 Magic’ parenting intervention Parents and teacher stressed the importance of parent/school 6
Daley, & Sayal, (2015) Review RCT teaching staff Teachers program collaboration The ‘1-2-3 Magic’- program was favorable by parents. Hansen Skirbekk, Oerbeck, & Kristensen, (2014) Oslo, Norway study 102 referrals and 35 controls Children aged 7 -13 years with anxiety disorders, ADHD and controls Diagnostic for sleep problems and atentional and behavioral deficit hyperactivity disorder Significant association between sleep problems and intentional functioning for all groups 5 Table 4 presents a brief explanation of the results of the selected studies. Also, it is the various studies that depicted or reflected an association between dysfunctional families and children’s behavioral disorders and poor academic progress in elementary schools. Various factors including anxiety and depression disorders in children, family violence were examined in the studies in connection with emotional issues in children with ADHD and ODD, and pilot programs of intervention for parents to improve care and support to improve behavior and grasp of knowledge in the classroom.
Table 4. Results of Included Studies Author Quality Score Intervention Measures Results Significance Paulus, Backes, sander, Weber & Gontard (2014) 3 Prevalence of anxiety disorders and an association with behavioral inhibition Questionnaire and checklist: CBCL/4-18 DISYPS-II and RIBI Scale 3/4 of 1342 children showed clinical signs of anxiety/depression. Yes, high correlation: SAD p <.001 PHOB p <.001 MMD/GAD p <.001 SOC p <.001 Neuner, & Catani, (2015) 4 Children’s exposure to traumatic events, mental health symptoms, and parenting behavior Strengths and Difficulties Questionnaire (SDQ): emotional symptoms, conduct problems, hyperactivity/ina- ttention, peer relationship problems, and prosocial behavior. Family violence 85.5% Children experienced or witnessed 4.5% Reported violence by children: Injury 12.8% Medical treatment 3.1% Violence at home was ongoing 73.8% Yes, correlation of paternal and maternal care p <.001 Wang & Zhou (2015) 5 Parents’ mental health and family functioning on child’s behavioral problems RCBC measures children’s behavioral problems FACES-II measures family functioning SAS measure parent’s anxiety CES-D measure parent’s symptoms of depression. Mothers’ anxiety is not significant Fathers’ anxiety reported unfavorable for mother and children. Children’s behavioral problems No, p=.071 Yes, p=.002 Children p <.01 Moderate level of anxiety
Hansen Skirbekk, Oerbeck, & (2014) 5 Diagnostic for sleep problems and antentional and behavioral deficit hyperactivity disorder K-SADS-PL interview for psychiatric diagnoses CGAS assesses child’s overall severity of disturbance WASI assesses IQ ASESBA questionnaire ANT assesses alerting, orienting, and executive control There is an association between children with anxiety disorders and ADHD, and in non-referred controls with sleep problems and attentional functioning Yes, for internalizing problems p =.019 No, for externalizing problems p =.249 Flores, Supan, Kreutzer, Samson, Coffey, & Javier, (2015) 3 12-week “Incredible Year” (IY) pilot program Benefits and motivation for participation IY reduce the incidence of mental health disorders among children Yes Taylor, Valentine, Sellman, Daley, & Sayal, (2015) 6 ‘1-2-3 Magic’ parenting intervention program PATCHWORK measures the effectiveness and cost-effectiveness of a ‘1-2-3 Magic’. The ‘1-2-3 programmer was favorable for parents. Yes, p <.001 Losinski, Zablocki, & Teagarden (2014 5 Self Regulated Strategy instruction (SRSD) to improve writing Words written Quality of the writing, elements of the writing Results suggest that SRSD is effective for teaching children and adolescents at risk or identified with E/BD. Yes, writing p <. 001 essays elements p <. 001 than group designs p=. 011 Quality essay highest effect from SRSD p=. 043 Word count effect p<. 001
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