Childhood is a crucial period in the formation of every person’s identity. Skills and abilities acquired by a child during this time are the foundations of his future identity. Accordingly, children with behavioral disorders are not an easy challenge for their parents. Children who display negative and socially unacceptable behaviors effect badly their environment, including their family, parents, friends, teachers, and others (Melekoğlu, Bal and Diken, 2017). Childhood disorders do not disappear with time. More often than not, without proper treatment, those who suffer childhood disorders will not be able to adapt in proper institutions and may, even, get involved with juvenile delinquency (Bradshaw and Leaf, 2012).

            Conduct disorder of type DSM-IV, specifies patterns of behavior in which the basic rights of others as well as societal norms are constantly challenged and violated, in a manner which damages functionality in workplaces and educational institutions. Those who suffer this disorder break social norms and regulations without being affected by other’s criticism against their misconduct (Lancioni, Singh, O’Reilly, Sigafoos and Didden, 2012).

The present study will focus on examining the efficacy of an intervention based upon providing cognitive-behavioral models in reducing conduct disorders within children at first and second grades in elementary school.