The good inclusion game really does help.
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| Title: | The good inclusion game really does help. |
|---|---|
| Authors: | Graham, Scott (AUTHOR) graham-s14@ulster.ac.uk, Keenan, Mickey (AUTHOR) m.keenan@ulster.ac.uk, Reid, Dean (AUTHOR) dean746@icloud.com |
| Source: | Tizard Learning Disability Review. 2025, Vol. 30 Issue 3, p168-177. 10p. |
| Subject Terms: | *Mainstreaming in special education, *Students with disabilities, *Students, *Games, *College teacher attitudes, *Interpersonal relations, *Comparative studies, *Student attitudes, *Behavior therapy, *Inter-observer reliability, *Child behavior, Research funding, Descriptive statistics, Social integration, Social support, Psychosocial factors, Reliability (Personality trait) |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Tizard Learning Disability Review is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188707733 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The good inclusion game really does help. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Graham%2C+Scott%22">Graham, Scott</searchLink> (AUTHOR)<i> graham-s14@ulster.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Keenan%2C+Mickey%22">Keenan, Mickey</searchLink> (AUTHOR)<i> m.keenan@ulster.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Reid%2C+Dean%22">Reid, Dean</searchLink> (AUTHOR)<i> dean746@icloud.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Tizard+Learning+Disability+Review%22">Tizard Learning Disability Review</searchLink>. 2025, Vol. 30 Issue 3, p168-177. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mainstreaming+in+special+education%22">Mainstreaming in special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavior+therapy%22">Behavior therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+integration%22">Social integration</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability+%28Personality+trait%29%22">Reliability (Personality trait)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Tizard Learning Disability Review is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188707733 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/TLDR-01-2025-0001 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 168 Subjects: – SubjectFull: Mainstreaming in special education Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Students Type: general – SubjectFull: Games Type: general – SubjectFull: College teacher attitudes Type: general – SubjectFull: Interpersonal relations Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Behavior therapy Type: general – SubjectFull: Inter-observer reliability Type: general – SubjectFull: Child behavior Type: general – SubjectFull: Research funding Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Social integration Type: general – SubjectFull: Social support Type: general – SubjectFull: Psychosocial factors Type: general – SubjectFull: Reliability (Personality trait) Type: general Titles: – TitleFull: The good inclusion game really does help. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Graham, Scott – PersonEntity: Name: NameFull: Keenan, Mickey – PersonEntity: Name: NameFull: Reid, Dean IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13595474 Numbering: – Type: volume Value: 30 – Type: issue Value: 3 Titles: – TitleFull: Tizard Learning Disability Review Type: main |
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