All for One and One for All: The Good Inclusion Game

Scott Graham; Mickey Keenan; Karola Dillenburger Dillenburger

doi:10.1002/bin.2048

All for One and One for All: The Good Inclusion Game

Scott Graham
, Mickey Keenan
, Karola Dillenburger Dillenburger

Centre for Behaviour Analysis, Queen’s University Belfast

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

87 Downloads (Pure)

Abstract

AbstractThe Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.

Original language	English
Article number	e2048
Pages (from-to)	1-16
Number of pages	16
Journal	Behavioral Interventions
Volume	39
Issue number	4
Early online date	8 Aug 2024
DOIs	https://doi.org/10.1002/bin.2048
Publication status	Published (in print/issue) - 10 Nov 2024

Bibliographical note

Publisher Copyright:
© 2024 The Author(s). Behavioral Interventions published by John Wiley & Sons Ltd.

Funding

This research was funded by a Strategic Department for the Economy, Northern Ireland (DfE) PhD Scholarship. The authors would like to acknowledge Dr Dean Reid and Rachel Lewendon for their assistance in collecting data for this project.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education

Keywords

ABA
applied behavior analysis
good inclusion game
inclusive education
special education needs

Access to Document

10.1002/bin.2048

Behavioral Interventions - 2024 - Graham - All for one and one for all The good inclusion gameFinal published version, 476 KBLicence: CC BY

Cite this

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title = "All for One and One for All: The Good Inclusion Game",

abstract = "AbstractThe Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.",

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AU - Keenan, Mickey

AU - Dillenburger, Karola Dillenburger

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N2 - AbstractThe Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.

AB - AbstractThe Good Inclusion Game (GIG) is a class‐wide education intervention employing interdependent group contingencies to increase inclusive behaviors between pupils with and without special educational needs (SEN). While previous research provided evidence of effectiveness when the class of children was split into two groups, it did not assess the effects of the GIG for one whole‐class group or in the long term. The present study addresses both of these issues. Using an ABAB design, results show a one‐team version of the GIG to be effective in increasing inclusive behaviors between pupils with and without SEN. Gains were maintained across time. Implications for inclusive education interventions and teacher training are discussed.

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KW - applied behavior analysis

KW - good inclusion game

KW - inclusive education

KW - special education needs

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ER -

All for One and One for All: The Good Inclusion Game

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

The good inclusion game really does help

An investigation into classwide inclusive interventions

Cite this

All for One and One for All: The Good Inclusion Game

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

Access to Document

Other files and links

Fingerprint

Research output

The good inclusion game really does help

Student theses

An investigation into classwide inclusive interventions

Cite this