We report a pilot study of a brief (i.e., 10 sessions) goal‐focused mentoring program for middle school students with elevated disruptive behavior. Students with high levels of school misconduct (n = 67) were randomly assigned to the program or school as usual. We collected multi‐informant emotional, behavioral, and academic functioning assessments pre‐ and postintervention. Results indicate that the program produced significant positive changes in school behavioral infractions, math grades, students’ report of emotional symptoms, and school problems. Mentors found the curriculum acceptable, understood the material from the manual, found implementing the curriculum feasible, and felt the program was congruent with the school mission. Mentors of less impaired students indicated that they desired additional support implementing the manual, perhaps indicating the program is overengineered for students with higher levels of impairment. The manuscript concludes with a discussion of considerations for future research and implementation, including the importance of integrating mentoring programs into existing support systems (e.g., multitiered systems of support) within the school context.

中文翻译：

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对破坏性行为升高的中学生进行短期校本辅导的随机试验

我们报告了一项针对具有严重破坏性行为的中学生的简短（即 10 节）以目标为中心的指导计划的试点研究。学校不当行为严重的学生 (n = 67) 像往常一样被随机分配到该计划或学校。我们在干预前后收集了多信息人的情绪、行为和学业功能评估。结果表明，该计划在学校行为违规、数学成绩、学生的情绪症状报告和学校问题方面产生了显着的积极变化。导师认为课程是可以接受的，理解手册中的材料，认为实施课程是可行的，并认为该计划与学校的使命是一致的。较弱学生的导师表示，他们希望在实施手册时获得额外支持，或许表明该计划是为具有较高程度障碍的学生设计的。手稿最后讨论了对未来研究和实施的考虑，包括将指导计划整合到学校背景下现有支持系统（例如，多层次支持系统）中的重要性。