الفهرس 
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Abstract
Disruptive behavior disorders (DBDs) are among the most common forms of child psychopathology and have serious long-term consequences. It is including aggression, rule-breaking, defiance, and cruelty manifest not only in adolescents and older children, but also in very young children. Preschool-aged children who are “early starters” with respect to such behaviors are at high risk of a continuing developmental pathway of antisocial behaviors.
Disruptive behavior disorders (DBDs) involved two main types the first one is Oppositional Defiant Disorder (ODD) which characterized by a recurring pattern of negative, defiant, disobedient and hostile behavior against authority figures. And Conduct Disorder which can be diagnosed based on a prolonged pattern of antisocial behavior such as serious violation of laws, Aggression to people and animals, Destruction of property and Deceitfulness or theft.
Prevalence of DBDs in Egypt is 7.7% (Kitchener et al., 2005)
Prevalence of Conduct disorder is 6.6% (Abdel Hamid ; 2009) while prevalence of Oppositional defiant disorder is 17.3% (EL Koumi et al., 2012)
Behaviors involved in CD and ODD are usually exhibited in a variety of settings (at home, at school, and in social situations) can have an impact on his psychological development. And they can increase risk for a wide range of negative developmental outcomes including substance abuse problems, school problems, and delinquent, violent, and antisocial or criminal violence. As many of these problems persist into adulthood, the economic costs of DBDs are high
•Aim of this study was to:-
Determine prevalence of Disruptive Behavior Disorders among basic-learning schools children in Menoufia governorate, its’ types, risk factors and its’ effect on the scholastic achievement of the affected children.
•Subjects and methods:-
The study was conducted on 348 students and their parents and about 18 teachers in four schools which divided into two urban (1 primary & 1 preparatory) and two rural (1primary & 1 preparatory) governmental schools in Qwiesna district which was selected by the multistage stratified random sampling technique.
The data was collected by attending the schools twice weekly during the period of the study. Children were selected from different grades’ and classes’ randomly and they were given the mini kids international neuropsychiatric interview to fill it, for detection of those having a disruptive behavior disorders and co-morbidities.
Then all children were subjected to ’’parenting manner scale” for detection of parenting style from their point of view (discrimination, authoritarian, hesitancy, overprotection or authoritative style).
The children were asked whether they abused any substance and type of these substances which was abused.
The parents or care givers were notified through their children or by telephone for coming to school for completing ’’Revised behavior problem checklist ’’ to confirm diagnosis of DBDs according to their children behavior at home. Parents and teachers were instructed to rate the child’s behavior in the home and school respectively during the past six months and instructed how to fill these forms.
The parents of the children also were subjected to ’’ the socioeconomic status scale for health research in Egypt’’. Socioeconomic level was classified into very low (score <19), low (score 19-38), middle (score 38-57) and high (score ≥57) depending on the quartiles of the score calculated.
Parents of children were asked about complete history of their children who participated in the study including medical, prenatal, natal, postnatal and developmental, social, neuro-psychiatric history to detect any organic diseases and exclude the children who having any other psychiatric or neurological disorders as epilepsy from the study, number of siblings within the child family and family history of any neuropsychiatric disorders, substance abuse of the parents including nicotine smoking.
The mother of each child was asked about presence of child’s father within the family or his absence due to travel, divorce, death or even his work for long time. Also they were asked about any marital conflicts within the family.
The teachers were subjected to ’’Revised behavior problem checklist ’’ to confirm diagnosis of DBDs according to the children behavior at school.
Classrooms’ teachers were asked about school truancy of the children who were having disruptive behavior disorders.
Impact of disruptive behavior disorders on the scholastic achievement of the affected children was detected through revision of their school records of the first and last semesters.
Severity of Conduct Disorder identified through (DSM-ΙѴ) which filled by the researcher.
•Results and conclusion:-
The study concluded that prevalence of Disruptive Behavior Disorders (DBDs) among basic –learning school children in Menoufia government was 14.9%. Oppositional Defiant Disorder represented (8%) of the cases while Conduct Disorder (6.9%).
Risk factors of DBDs were low socioeconomic status, low parental educations, smoking of the fathers, presence of marital conflicts within the family, family history of psychiatric disorders and lastly bad parenting styles. DBDs were negatively influence scholastic achievement among the affected children.
•Recommendations:-
This study recommended:
•Improving GP’s skills in recognizing DBDs and consequently facilitating referrals, thus accelerating access.
•A periodic screening test should be provided for early detection of behavioral disorders within the school children where early identification and accessible services may reduce later complications
•Review and update national health policies, strategies and plans to ensure that maternal, child and adolescent mental health are specifically identified as a priority area with specified resources.
•Prepare national training materials and clinical guidelines for maternal, child and adolescent mental health for integrated delivery of care in at all levels of the health care system.
•Educating parents about child psychopathology to raise their awareness of the possible presence of Disruptive Behavior Disorder
is crucial through mass media or education sessions in family health clubs.
•Dialogue, communication, explanations and establishment of good and cordial relationships between parents and their children should be encouraged as this could enhance positive and effective parenting.
•Care of pre-school education through creation of teachers and providing them with information on the natural evolution of the child’s behavior and the factors leading to behavioral disturbances and how to avoid them.
•Developing programs to train, sensitize and mobilize teachers regarding the child’s behavioral disorders.