Every second, our brains are learning far more than we realize. Right now, you are learning the flickering of the lights, the sound of the air conditioning fan, the sounds and images of everything around you. More than likely, your brain automatically removes or pares down all of this extraneous data.

For people with exceptionalities, this paring of unimportant information is not automatic. On a neurological level, people with autism don’t automatically filter out extraneous stimuli in the world around them. Discrete Video Modeling does the paring of information for the learner. It presents ONLY the specific piece of information that we want to teach.

► Watch Introducing Gemiini Systems on YouTube

► Watch What Is Gemiini? on YouTube

How it works

With Gemiini's use of repetition, visual and auditory paring, and other filming techniques developed during the past 15 years of research, we can present more information at one time than thought possible, and it's retained.

Comparing Standard Video Modeling To Discrete Video Modeling

To demonstrate Discrete Video Modeling's ability to teach more effectively than standard video modeling, watch these two videos in Chinese.

After watching each video, ask yourself:

"Did I feel my mouth wanting to move with the speakers?"

"Do I understand what he is talking about?"

"Can I pronounce the word(s) in Chinese?"

Standard Video Modeling

Discrete Video Modeling

It is Gemiini's unique and holistic approach to learning that has changed the lives of thousands of families across the globe. Check out what some of them had to say.

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Research And Evidence

Interested in learning more about the effectiveness of Discrete Video Modeling?

Wisconsin Department of Health Services Treatment Intervention Advisory Committee Review and Determination on Gemiini Systems

GemIIni By Lana Collett-Klingenberg, Ph.D | Chairperson of Wisconsin Department of Health Services, Treatment Intervention Advisory Committee (2015)
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Wisconsin Department of Health Services Treatment Intervention Advisory Committee Review and Determination on Gemiini Systems

GemIIni By Lana Collett-Klingenberg, Ph.D | Chairperson of Wisconsin Department of Health Services, Treatment Intervention Advisory Committee (2015)

The Study

Determination of Gemiini Systems as a proven and effective treatment for individuals with autism spectrum disorder and/or other developmental disabilities.

"In sum, it is the decision of the committee that Gemiini Systems is a Level 1- Well Established/Strong Evidence practice and a Proven and Effective treatment."
 
Full review: https://www.dhs.wisconsin.gov/tiac/gemiini-systems.pdf

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Comparing the Teaching Efficacy of Two Video Modeling Programs Delivered in a Group Format in Special Education Classrooms to Improve Expressive Language (Gemiini's Discrete Video Modeling compared to standard video modeling.)

GemIIni By Wynne (2015)
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Comparing the Teaching Efficacy of Two Video Modeling Programs Delivered in a Group Format in Special Education Classrooms to Improve Expressive Language (Gemiini's Discrete Video Modeling compared to standard video modeling.)

GemIIni By Wynne (2015)

The Study

The current study evaluated the effectiveness of two video modeling programs, one using discrete video modeling and another using standard video modeling to teach expressive vocabulary words to individuals with autism and other disorders. The researchers collected data across four classrooms in a school district in Inglewood, California in a double-blind study across three weeks. During week one, baseline data were collected across two sets of targets presented in each video modeling program. During week two, the instructors showed the standard video modeling program to half of the classrooms while instructors for the other half of the classes showed the discrete video modeling program. During week three, the instructors switched the video modeling programs with the two groups to compare the language acquisition outcomes. The researchers collected data on all targets at the end of each week’s viewings. Comparing the two programs using chi-square tests of independence, the research showed a significant increase in expressive words with the discrete video modeling program.

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Video modeling and word identification in adolescents with Autism Spectrum Disorder (Gemiini was the only intervention used in this study.)

GemIIni By Morlock, Reynolds, Fisher, Comer (Jan 2014)
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Video modeling and word identification in adolescents with Autism Spectrum Disorder (Gemiini was the only intervention used in this study.)

GemIIni By Morlock, Reynolds, Fisher, Comer (Jan 2014)

The Study

Video modeling involves the learner viewing videos of a model demonstrating a target skill. According to the National Professional Development Center on Autism Spectrum Disorders (2011), video modeling is an evidenced-based intervention for individuals with Autism Spectrum Disorder (ASD) in elementary through middle school. Little research exists evaluating video modeling for individuals with ASD in high school. This study examined the effectiveness of video modeling to facilitate the development of word recognition and pronunciation in three male high school students with ASD. A single-case multiple baseline experimental design across participants (i.e. video modeling sequentially implemented across three students) was used to evaluate the effectiveness of video modeling. Results indicate that video modeling was effective in facilitating word recognition and pronunciation. Findings suggest that video modeling may be a viable intervention to foster the reading development of adolescents with ASD

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