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

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Abstract

Purpose 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. Design/methodology/approach 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. Findings Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions. Originality/value 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
Pages (from-to)	168-177
Number of pages	10
Journal	Tizard Learning Disability Review
Volume	30
Issue number	3
DOIs	https://doi.org/10.1108/tldr-01-2025-0001
Publication status	Published (in print/issue) - 18 Sept 2025

Bibliographical note

Publisher Copyright:
© 2025, Emerald Publishing Limited.

Data Access Statement

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

Funding

Funding: Funding provided by the Department for the Economy.

Keywords

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

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

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

abstract = "Purpose 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. Design/methodology/approach 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. Findings Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions. Originality/value 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.",

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

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

language = "English",

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AU - Keenan, Mickey

AU - Reid, Dean

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N2 - Purpose 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. Design/methodology/approach 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. Findings Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions. Originality/value 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 - Purpose 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. Design/methodology/approach 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. Findings Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions. Originality/value 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.

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The good inclusion game really does help