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 researcher performed a clinical trial with 5 special education classrooms students with special needs in a Spokane county public school (WA) to determine if GemIIni’s Discrete Video Modeling improved outcomes in language acquisition when used in circle time and shown to groups. Language acquisition rates and ancillary skills such as gross motor initiation and attending skills increased dramatically over a three week period.
LINK TO STUDY
[study is currently in being finalized for peer review. A link will be posted upon publication]