With more than three decades of research and studies conducted with hundreds of thousands of people, science has proven that video modeling is one of the most effective way to teach speech and reading skills. In addition, research shows that Gemiini's discrete video modeling is more effective than standard video modeling.
Self-delivered speech therapy provides an opportunity for individualised dosage as a complement to the speech-therapy regime in the long-term rehabilitation pathway. Few apps for speech therapy have been subject to clinical trials, especially on a self-delivered platform. In a crossover design study, the Comprehensive Aphasia Test (CAT) and Cookie Theft Picture Description (CTPD) were used to measure untrained improvement in a group of chronic expressive aphasic patients after using a speech therapy app. A pilot study (n = 3) and crossover design (n = 7) comparing the therapy app with a non-language mind-game were conducted. Patients self-selected their training on the app, with a recommended use of 20 minutes per day. There was significant post-therapy improvement on the CAT and CTPD but no significant improvement after the mind-game intervention, suggesting there were language-specific effects following use of the therapy app. Improvements on the CTPD, a functional measurement of speech, suggest that a therapy app can produce practical, important changes in speech. The improvements post-therapy were not due to type of language category trained or amount of training on the app, but an inverse relationship with severity at baseline and post-therapy improvement was shown. This study suggests that self-delivered therapy via an app is beneficial for chronic expressive aphasia.
EFFECTIVENESS OF VIDEO MODELING AS AN INTERVENTION TECHNIQUE
FOR BROCA’S APHASIA
The purpose of this study was to compare the efficacy of video modeling to
clinician modeling in the clinical setting for individuals with non-fluent Broca's aphasia and apraxia of speech. Words and phrases were targeted for each treatment approach.
During 25 minute sessions, each participant was asked to spontaneously say the target words when given the target words in writing.
Data were collected each session in terms of speed and accuracy of productions.
Scores for an average of 20 sessions were used for analysis. Paired Samples t-tests were conducted to examine each participant’s performance on video modeling and clinician modeling tasks. The data for video modeling and clinician modeling often mirrored one another with slightly better performances in one method over the other based on task.
These results indicate that video modeling is an effective method of practice for
individuals with Broca’s aphasia and apraxia of speech.
Although autism spectrum disorders (ASDs) are generally considered lifelong disabilities, literature suggests that a minority of individuals with an ASD will lose the diagnosis. However, the existence of this phenomenon, as well as its frequency and interpretation, is still controversial: were they misdiagnosed initially, is this a rare event, did they lose the full diagnosis, but still suffer significant social and communication impairments or did they lose all symptoms of ASD and function socially within the normal range?
Click here for the full study:
Determination of Gemiini Systems as a proven and effective treatment for individuals with autism spectrum disorder and/or other developmental disabilities. Full study:
This study examined the use of an online video modeling system to teach language to children ages 3 to 6 with autism, developmental delay, language delay and Down syndrome in five classrooms in Spokane, Washington. Researchers collected baseline data during standard preschool practice to record novel language usage over a two week period. The researchers conducted the probes at the beginning and end of three subsequent weeks during the treatment phase. The researchers varied the presentation of the videos and used “whole class viewing” with targets selected for the class and videos viewed upon arrival to the classroom and during academic centers. During this condition, the instructor also reinforced the content during circle time. The “whole class viewing” condition was compared to the “individual viewing” condition where the researchers selected targets based on individual language goals and children viewed the videos during independent pullout sessions. Using a multiple probe design across receptive and expressive language and signs to identify labels, the results showed that all students made significant gains in correct responding for labels as well as gains in social skills, articulation and most unexpectedly, gross motor skills after exposure to the “whole class viewing” of the video modeling curriculum.
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.
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
is effective in both a group and private setting
is effective for both general and special education needs
creates long-term learning
is a cost-effective and efficient way to learn at home