The good inclusion game really does help

Scott Graham; Mickey Keenan; Dean Reid

doi:10.1108/tldr-01-2025-0001

The good inclusion game really does help

Scott Graham, Mickey Keenan, Dean Reid

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

4 Downloads (Pure)

Abstract

The purpose of this study is to determine the extent to which the Good Inclusion Game (GIG) increases helping interactions between students with and without special education needs (SEN). In addition, this study assessed the effects of the GIG when teachers were not required to provide feedback on a prescribed schedule. A multiple treatment reversal design was used to compare the effects of the GIG to baseline and an additional condition in which students were advised to help each other and praised for doing so. Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions. To the best of the authors’ knowledge, this is the first study to show that GIG not only effectively increases inclusive interactions among students but also enhances helping interactions. This could be particularly beneficial for SEN students, who may require additional assistance with classroom assignments.

Original language	English
Journal	Tizard Learning Disability Review
DOIs	https://doi.org/10.1108/tldr-01-2025-0001
Publication status	Published (in print/issue) - 14 May 2025

Data Access Statement

The data sets generated and/or analysed during the current study are available from the corresponding author upon reasonable request.

Keywords

Inclusive Education
Special Education Needs
ABA
Applied behaviour analysis
Good inclusion game

UN SDGs

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

Access to Document

10.1108/tldr-01-2025-0001

The_Good_Inclusion_Game_Really_Does_Help_AAMAuthor Accepted Manuscript, 384 KBLicence: CC BY-NC

Cite this

@article{57dbb0446d00479fa6dea258bae83b5f,

title = "The good inclusion game really does help",

abstract = "The purpose of this study is to determine the extent to which the Good Inclusion Game (GIG) increases helping interactions between students with and without special education needs (SEN). In addition, this study assessed the effects of the GIG when teachers were not required to provide feedback on a prescribed schedule. A multiple treatment reversal design was used to compare the effects of the GIG to baseline and an additional condition in which students were advised to help each other and praised for doing so. Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions. To the best of the authors{\textquoteright} knowledge, this is the first study to show that GIG not only effectively increases inclusive interactions among students but also enhances helping interactions. This could be particularly beneficial for SEN students, who may require additional assistance with classroom assignments.",

keywords = "Inclusive Education, Special Education Needs, ABA, Applied behaviour analysis, Good inclusion game",

author = "Scott Graham and Mickey Keenan and Dean Reid",

year = "2025",

month = may,

day = "14",

doi = "10.1108/tldr-01-2025-0001",

language = "English",

journal = "Tizard Learning Disability Review",

issn = "1359-5474",

publisher = "Emerald Publishing",

}

TY - JOUR

T1 - The good inclusion game really does help

AU - Graham, Scott

AU - Keenan, Mickey

AU - Reid, Dean

PY - 2025/5/14

Y1 - 2025/5/14

N2 - The purpose of this study is to determine the extent to which the Good Inclusion Game (GIG) increases helping interactions between students with and without special education needs (SEN). In addition, this study assessed the effects of the GIG when teachers were not required to provide feedback on a prescribed schedule. A multiple treatment reversal design was used to compare the effects of the GIG to baseline and an additional condition in which students were advised to help each other and praised for doing so. Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions. To the best of the authors’ knowledge, this is the first study to show that GIG not only effectively increases inclusive interactions among students but also enhances helping interactions. This could be particularly beneficial for SEN students, who may require additional assistance with classroom assignments.

AB - The purpose of this study is to determine the extent to which the Good Inclusion Game (GIG) increases helping interactions between students with and without special education needs (SEN). In addition, this study assessed the effects of the GIG when teachers were not required to provide feedback on a prescribed schedule. A multiple treatment reversal design was used to compare the effects of the GIG to baseline and an additional condition in which students were advised to help each other and praised for doing so. Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions. To the best of the authors’ knowledge, this is the first study to show that GIG not only effectively increases inclusive interactions among students but also enhances helping interactions. This could be particularly beneficial for SEN students, who may require additional assistance with classroom assignments.

KW - Inclusive Education

KW - Special Education Needs

KW - ABA

KW - Applied behaviour analysis

KW - Good inclusion game

UR - http://dx.doi.org/10.1108/tldr-01-2025-0001

UR - http://www.scopus.com/inward/record.url?scp=105004772413&partnerID=8YFLogxK

U2 - 10.1108/tldr-01-2025-0001

DO - 10.1108/tldr-01-2025-0001

M3 - Article

SN - 1359-5474

JO - Tizard Learning Disability Review

JF - Tizard Learning Disability Review

ER -

The good inclusion game really does help

Abstract

Data Access Statement

Keywords

UN SDGs

Access to Document

Other files and links

Fingerprint

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

The Good Behaviour Game: A universal classwide intervention

Cite this