PhD candidate Caleb Coyle and supervisor Professor Karola Dillenburger developed and evaluated the ‘Good Inclusion Game’ (GIG). The GIG is a group contingency-based procedure for classrooms. The results from two classrooms showed an increase in inclusive behaviours between all children, those with and without identified special educational needs. A notable collateral benefit of the GIG was that disruptive pupil behaviours reduced to a minimum, even without being specifically targeted. A report of successful replication studies across 9 classrooms is under review as a separate paper. Available open access https://academiapublishing.org/print/Coyle%20and%20Dillenburger.pdf