Video modeling has been proven to be one of the most effective ways to teach speech and reading skills with more than three decades of research and studies conducted with hundreds of thousands of people. Additional research shows that Gemiini's Discrete Video Modeling is even more effective than standard video modeling.
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
Allison Clark, a Special Education teacher in an Early Intervention program, used GemIIni for an entire school year with eight children with autism. Six of these children had low verbal skills and two were non-verbal (not even verbal imitation of sounds) despite three years in a school-based program. Large and unexpected gains were seen in attending skills, social interactions and language development in all of the students. All students using GemIIni met their annual IEP goals within the first two months of use. The two non-verbal children began verbal imitation within the first 30 days and both were speaking in sentences within six months of using GemIIni in the class.
Over the past three decades, research has demonstrated that video modeling is an invaluable, evidencebased tool for teaching a variety of skills to children with Down syndrome, autism or other language delays. More importantly, scores of studies have shown that once a skill is learned through video modeling, it is maintained over time and generalized across settings.
for groups and in private sessions
for general & special education needs
in improving long-term learning skills
as an effective and efficient home learning program