人人为我，我为人人：良好的包容游戏

IF 1.1 4区心理学 Q3 PSYCHOLOGY, CLINICAL

Behavioral Interventions Pub Date : 2024-08-08 DOI:10.1002/bin.2048

Scott Graham, M. Keenan, K. Dillenburger

{"title":"人人为我，我为人人：良好的包容游戏","authors":"Scott Graham, M. Keenan, K. Dillenburger","doi":"10.1002/bin.2048","DOIUrl":null,"url":null,"abstract":"The 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.","PeriodicalId":47138,"journal":{"name":"Behavioral Interventions","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"All for one and one for all: The good inclusion game\",\"authors\":\"Scott Graham, M. Keenan, K. Dillenburger\",\"doi\":\"10.1002/bin.2048\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The 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.\",\"PeriodicalId\":47138,\"journal\":{\"name\":\"Behavioral Interventions\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2024-08-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Behavioral Interventions\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1002/bin.2048\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, CLINICAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behavioral Interventions","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1002/bin.2048","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, CLINICAL","Score":null,"Total":0}

引用次数: 0

摘要

良好共融游戏（GIG）是一种全班范围的教育干预措施，采用相互依存的小组应急措施，以增强有特殊教育需求（SEN）和无特殊教育需求（SEN）学生之间的共融行为。以往的研究证明，将全班儿童分成两组进行游戏是有效的，但研究并未评估 GIG 在全班一组或长期内的效果。本研究解决了这两个问题。采用 ABAB 设计，结果表明单组版 GIG 能有效提高有特殊教育需要学生和无特殊教育需要学生之间的包容性行为。这种效果在不同时期都能保持。本研究还讨论了全纳教育干预措施和教师培训的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

All for one and one for all: The good inclusion game

The 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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Behavioral Interventions PSYCHOLOGY, CLINICAL-

CiteScore

1.50

自引率

20.00%

发文量

期刊介绍： Behavioral Interventions aims to report research and practice involving the utilization of behavioral techniques in the treatment, education, assessment and training of students, clients or patients, as well as training techniques used with staff. Behavioral Interventions publishes: (1) research articles, (2) brief reports (a short report of an innovative technique or intervention that may be less rigorous than a research report), (3) topical literature reviews and discussion articles, (4) book reviews.