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.
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.
Compared to other conditions, the GIG was found to be the most effective in increasing inclusive interactions among students and facilitating helping interactions.
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.
