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    Integrating pro-environmental behaviors into school-wide positive behavioral interventions and supports for creating green schools
    (SAGE Publications Ltd, 2024) Demirtaş, Şenol; Karasu, Necdet; Afacan, Kemal; Aykut, Çığıl; Karahan, Mehmet Baki; Sert, Cihan
    The causes of dramatic climate change mostly lie in human behavior. Humans cause climate change, for example, by creating waste. Pro-environmental behavior plays a crucial role in fighting climate change by preventing waste and conserving resources. Therefore, schools should foster pro-environmental behavior to fight climate change more effectively. Schools can foster pro-environmental behavior by organizing activities focused on both saving water, energy and managing waste through recycling and reuse. As such, one of the systems that can be used to increase the quality and efficiency of green school practices is School-Wide Positive Behavioral Interventions and Supports (SW-PBIS). SW-PBIS is a three-tiered approach that matches intervention intensity to student’s needs, aiming to improve all students’ social and educational outcomes through evidence-based preventive behavioral interventions. However, when SW-PBIS implementations are generally considered, the system is mainly used to prevent problem behaviors. While respect, responsibility, and safety are the most common expectations, no expectation is created or included in the system based on sustainability. So, the starting point of the idea is that while problem behaviors can be prevented with SW-PBIS, pro-environmental behaviors to promote a green school can also be taught and supported. Consequently, this article introduces a conceptual framework to integrate pro-environmental behaviors into SW-PBIS for creating green schools. We discuss the importance of SW-PBIS in fostering pro-environmental behavior and how it can help develop responsible students who contribute to green schools to fight climate change. We also discuss implications for future research and practice. This conceptual framework is expected to expand the scope of SW-PBIS and contribute to the implementation of green school initiatives.
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    School wide-positive behavioral interventions and supports in Europe: A scoping review
    (SAGE Publications Inc., 2025) Demirtaş, Şenol; Karahan, Mehmet Baki; Afacan, Kemal; Karasu, Necdet; Goei, Sui Lin
    Research on Positive Behavioral Interventions and Supports (PBIS) has been conducted extensively in the United States, but examining the implementation of PBIS in other countries is also essential. Positive Behavioral Interventions and Supports has been implemented in school settings in several European countries for many years. To the best of our knowledge, no literature reviews have focused on PBIS implementations in European countries. This scoping review provides an overview of the literature on the implementation and adaptation of PBIS in European countries. We searched the electronic databases of ERIC, Scopus, and the Web of Science. Studies were included based on a priori eligibility criteria. For each of the identified 30 studies from 12 countries, we examined the country and number of research studies on SW-PBIS Tier 1, implementation details, the author reported essential elements and cultural adaptation, study characteristics, and outcomes. Results showed that researchers in the Nordic countries and the Netherlands have made significant progress in SW-PBIS implementations. Researchers in other European countries also have made great efforts to adapt and spread PBIS in their local contexts. Most adaptations incorporated essential elements of PBIS. However, we identified gaps in equity, policy, and technical assistance centers in most of these adaptations.
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    Student Risk Assessment Tool - Parent Form (SRAT-PF) Reliability and Validity Study
    (SAGE PUBLICATIONS INC, 2025) Işıtan, Damla; Aykut, Çığıl; Apaydın, Gamze; Karaahmetoğlu, Banu; Sert, Cihan; Demirtaş, Şenol; Çorbacı, Ergün Cihat; Karasu, Necdet
    Early screening of primary school students' social, emotional, and academic risks is critical to improving student achievement and preventing long-term problems and maladaptive outcomes. This study reports the development of the Student Risk Assessment Tool Parent Form (SRAT-PF), designed to assess academic, social, and emotional risk factors in primary school students between the ages of 6 and 10. The scale was administered to 505 parents in Ankara province, T & uuml;rkiye, and tested using confirmatory factor analysis. The scale consists of 30 items: 7 in the academic risk dimension, 12 in the social risk dimension, and 11 in the emotional risk dimension. The analysis showed that the scale had acceptable values regarding model-data fit (RMSEA = 0.047; CFI = 0.971; TLI = 0.968; SRMR = 0.060). The Cronbach alpha coefficients of the scale sub-dimensions were .91, .97, and .97, respectively. Item-total correlations ranged from 0.617 to 0.792 for the academic factor, from 0.451 to 0.757 for the social factor, and from 0.395 to 0.629 for the emotional factor. These results support the validity and reliability of the SRAT-PF as a valid and reliable tool for assessing student risk.