The Effect of Mentoring Programs on Elementary-Age Students with Disruptive Behavior

Abstract

ii Abstract The purpose of this quasi-experimental study was to compare the behavioral effects of a mentoring program on elementary students with frequent disruptive behavior. The referral data of 36 elementary students in first through fifth grade was examined. First semester office referral data from the School-Wide Information Systems (SWIS) was used as baseline data. Seven students participated in a mentoring program entitled Kids with Promise. Second semester referral data was analyzed to determine the mentoring program‟s effectiveness. The results of this study suggest that the mentoring program did have an impact in reducing minor disruptive behavior in the classroom. The experimental group had a significantly higher number of referrals before the mentoring program was put in place. However, after the mentoring program, the experimental group showed no significant difference from the control group in minor office referrals. Further research is needed to determine if a mentoring program has a stronger impact on primary or intermediate students.