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| Evaluations of the Good Inclusion and Good Behavior Games |
| Sunday, May 26, 2024 |
| 12:00 PM–12:50 PM |
| Marriott Downtown, Level 5, Grand Ballroom Salon G |
| Area: EDC |
| Chair: Scott Graham (Ulster University ) |
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An Investigation Into the Good Inclusion Game |
| Domain: Applied Research |
| SCOTT GRAHAM (Ulster University), Michael Keenan (Ulster University), Stephen Gallagher (Ulster University) |
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| Abstract: In order to ensure that inclusive education is achieved, it is crucial that teachers have access to evidence-based practices. The Good Inclusion Game (GIG) has been proven to be an effective intervention in promoting inclusive behaviors between students with and without special educational needs (SEN), according to preliminary research (Dillenburger & Coyle, 2019). The GIG consists of five components: teams, rules, praise and points, criteria for reinforcement, and rewards. In Experiment 1 of the study, the GIG was compared to a combination of Rules and Praise, while Experiment 2 assessed the effects of implementing the GIG without the ‘teams’ component. Both experiments were completed in Mainstream Primary Schools in Northern Ireland. Similar to Dillenburger and Coyle (2019), empirical data was recorded on interactions between a target SEN student and their peers in both experiments. Across both experiments, reversal experimental designs were utilized to compare the effects of conditions. Overall, the GIG was found to be an effective intervention. Additionally, the one-team version of the GIG was effective in increasing inclusive behaviors between pupils with and without SEN. In addition to discussing empirical findings, anecdotal observations and implications will be discussed. |
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| PAX Good Behavior Game in Norwegian Schools: A Single-Subject Design |
| Domain: Applied Research |
| MARIE R. AUNEMO (Oslo Metropolitan University), Torunn Lian (OsloMet), Børge Strømgren (OsloMet – Oslo Metropolitan University) |
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| Abstract: The PAX Good Behavior Game (PAX GBG) is an evidence-based behavior management program for classrooms that has demonstrated positive effects on students’ classroom behavior and academic achievement. This paper presents the results of a multiple-baseline design to investigate the effect of the PAX GBG in six classrooms with students from kindergarten to 3rd grade. Two pairs of classrooms were randomly assigned to three baselines staggered by one week. The different kernels in PAX GBG were implemented across 12 weeks in the following order: (a) Vision and Quiet, (b) Granny’s Wacky Prizes and Sticks, (c) Timer, (d) OK/Not OK and Hands and Feet, (e) Voices, (f) Tootle Notes, and (g) Good Behavior Game. We will present results on students’ motor or vocal disruptive behaviors, ontask behaviors, and teachers’ corrective or affirmative feedback to the students. The outcome measures will be reported by visual and statistical analyses.
Keywords: PAX Good Behavior Game, Single-Case Research Design, Multiple-Baseline
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