Slivka, Miranda2016-03-092016-03-092010-07http://hdl.handle.net/11603/2515To see paper in its entirety contact archives@goucher.edu or call (410)337-6075.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.28 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate)Classroom management -- ResearchMentoring in education -- ResearchProblem children -- Behavior modification -- ResearchText