Collaborative Design of School-Wide Positive Behavioral Interventions and Supports: A Formative Intervention Study in Türkiye

• In Event: Formative Interventions from the Global South: Expansive Learning as Justice-Oriented Educational Praxis

Abstract

Objectives
This study reports findings from a professional development initiative that was developed as a formative intervention to facilitate the introduction of School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) in Türkiye. SW-PBIS offers a proactive, evidence-based framework to address behavioral challenges and reduce punitive practices, despite the fact that disciplinary sanctions remain prevalent in schools worldwide (Sugai & Horner, 2006; Sugai & Simonsen, 2012). SW-PBIS is a relatively new research topic in Türkiye, despite its widespread adoption in the U.S. and other countries. This study aims to document the introduction process and initial efforts for a collaborative design of SW-PBIS in the Turkish school context.

Theoretical Framework
This study follows the Learning Lab (LL) methodology (Bal et al., 2016, 2018), a formative intervention built upon Cultural-Historical Activity Theory (CHAT). Educators, families, and researchers collaborated to analyze behavior challenges, identify systemic contradictions, and develop context-specific SW-PBIS models, all while being guided by the expansive learning cycle (Engeström et al., 2013). LL was organized into iterative sessions that facilitated collective reflection and modeled enhancement through collaborative meetings corresponding to the phases of the expansive cycle.


Methods
This study utilized formative intervention methodology based on CHAT and implemented a qualitative case study design. The investigation focused on developing inclusive behavioral support frameworks and addressing behavioral issues in six schools within a district in northeastern Türkiye. LL functioned as the primary environment for the intervention, where participants engaged in repetitive, cooperative cycles of analysis, model development, and reflection. The case design facilitated a comprehensive examination of the implementation process across various educational settings.

Data Sources
This study utilizes data from a government-funded project (TÜBİTAK Project No: 124B242) in a northeastern Turkish school district. The five-day program included 21 administrators, educators, counselors, and parents from six schools. Activities included presentations, professional development sessions, group discussions, and circle talks centered on key themes. Data included audio recordings of group discussions and exit interviews, video recordings of discussions, visual artifacts from group tasks, handouts, worksheets, and photographs.

Results
This study demonstrated that stakeholder alignment improved when stakeholders collaborated on the design of the SW-PBIS model. Participants examined activity systems to identify systemic behavioral issues and collaborate on context-specific solutions. LL ensured safe dialogue, critical reflection, and reciprocal learning. Participant agency, motivation, and leadership improved after the process. Our analyses showed increased awareness of school-level issues, appreciation for interdisciplinary collaboration, and collective ownership, where different stakeholders jointly explored and modeled their school system.

Significance
This project was one of the first to implement SW-PBIS in a Turkish school district using LL. A participatory and contextually relevant professional development model contributed to behavior support framework research in Türkiye. Rooted in the CHAT perspective, the study offered a framework for stakeholders to analyze their school activity systems, encompassing all components and dimensions. This systemic viewpoint allowed participants to identify contradictions and collaboratively develop solutions. The project expands the application of formative interventions and enables local stakeholders to develop sustainable, collaborative, and contextually relevant SW-PBIS models.

Authors

• Kemal Afacan, Artvin Coruh University

• Halil Ibrahim Cakir, Giresun University