Education for all: The Good Inclusion Game

Abstract

The term "education for all" in the context of inclusive schooling describes the aim that children with identified special/additional needs are fully included in education together with their typically developing peers. However, this is easier said than done as there are few easy-to-use methods that teachers can use while at the same time teaching the approbate curriculum to children with a full range of different abilities. The Good Inclusion Game (GIG) is a group contingency-based tool to create inclusive classrooms that utilizes principles of the applied branch of the science of behavior analysis (applied behavior analysis) and can be used across settings and academic subjects. The GIG was evaluated across nine classrooms including 93 boys and girls aged between 9 and 15 years of age, including 20 children with identified special educational needs. Findings show that the GIG reliably led to a significant increase of inclusive curriculum-focused activities with the collateral effect of decreasing disruptive behaviors for all children. Findings are discussed in the context of inclusive schooling and evidence-based education.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

The Super Clean-Up Game: Increasing Productivity and Prosocial Engagement Among Youth at a Residential Summer Camp

“…This is evident in the rate of chore completion, which increased between the initial baseline phase and the intervention phase in all four bunks. This finding is in line with previous research, which has determined that a strengths-based approach to the traditional GBG can be an effective behavior intervention (Dillenburger & Coyle, 2019;Wahl et al, 2016).…”

“…To exhibit a helping behavior, a camper must navigate approaching a peer, asking whether and how they can be helpful, and working with the peer to complete the given chore. As reported by Dillenburger and Coyle (2019), variations of the GBG can effectively include prosocial helping behaviors in the intervention in addition to individual behaviors such as chore completion. Within the Super Clean-Up Game, counselors reinforced these prosocial behaviors in campers, increasing the likelihood of future engagement in helping behaviors.…”

“…Implementation of the Caught being Good Game demonstrated decreased rates of disruptive behaviors and increased rates of academic engagement among both elementary and high school-age youth (Bohan et al, 2020;Wahl et al, 2016). Dillenburger and Coyle's (2019) Good Inclusion Game (GIG) is another adaptation of the GBG that substitutes a rewards system in place of the traditional strike system. However, instead of focusing on on-task behaviors or productivity, the GIG aims to increase helping and sharing behaviors (i.e., discussing the assignment with teammates and sharing the provided materials with teammates) among students by providing positive reinforcement in the form of points (Dillenburger & Coyle, 2019).…”

“…Outside of maintaining efficacy across frameworks, the GBG has also demonstrated efficacy when implemented among youth with disabilities. The aforementioned GIG was found to be an effective intervention not only in classrooms with typically developing students but also in an inclusive classroom setting that had students with and without disabilities (Dillenburger & Coyle, 2019). The GBG has also been found to be an effective behavior intervention in classrooms with students who have "severe behavior problems" (Joslyn et al, 2019(Joslyn et al, , p. 1675, emotional and behavioral disorders (Bowman-Perrott et al, 2016), and autism spectrum disorders (ASDs; Vargo & Brown, 2020).…”

Meeting vision needs of children with special educational needs: Case studies of the impact on behaviour and academic achievement

“…The observation recording sheet was adapted from the interval recording sheet developed by Coyle and Dillenburger (; Dillenburger & Coyle, ). This recording sheet listed a number of “observable, measurable and specific” (Nock & Kurtz, , p. 362) target behaviours to be observed in all children, regardless of their age, level of learning disability or teaching environment.…”