Khuluma Education

The Online Video Modeling Tool

What is Video Modeling?

Video Modeling is an intervention, whereby students learn a skill or concept by watching a video of a model performing a specific skill or demonstrate an example of a concept. Video modeling is a well-studied method of intervention and appears to be internationally accepted as a highly effective treatment for autism and other special needs; it has been used in over 100 studies and has been used successfully to teach a wide variety of skills. Examples of studies which have used video modeling to teach a range of specific skills include: 

  • Social Interaction (Apple et al. 2005, Buggey 2005, Charlop-Christy et al. 2000, Maione & Mirenda 2006, Nikopoulos & Keenan 2003, Nikopoulos & Keenan 2004, Taylor et al. 1999).
  • Academic Skills (Kinney et al. 2003).
  • Communication Skills (Buggey et al. 1999, Charlop & Milstein 1989, Charlop-Christy et al. 2000, Sherer et al. 2001, Wert & Neisworth 2003).
  • Daily Living Skills (Alcantara 1994, Haring et al. 1995, Shipley-Benamou et al. 2002).
  • Play Skills (McDonald et al. 2005, Dauphine et al. 2004, D’Ateno et al.2003).
  • Perspective Talking (Charlop-Christy & Daneshvar 2003, LeBlanc et al. 2003).
  • Generalizing previous learned skills (Haring et al.1987).


Proven benefits of Video Modeling

Video modeling has been found to be particularly effective when used in combination with ABA programs to teach specific behaviors to children with autism (Nikopoulos & Keenan, (2004). Nikopoulos & Keenan (2003) also found that video modeling was a ‘time efficient teaching tool’ and an ‘effective method of enhancing appropriate skills’ for children on the autism spectrum.

Charlop-Christy et al. (2000) discovered that children demonstrated much quicker rates of acquisition and greater increases in their generalization of skills, compared to live (in vivo) modeling. Dowrick (1991) also established some additional benefits of video modeling, including ‘an increased ability to gain and hold the student’s attention’ as well as ‘the ability to have complete control over the observed stimuli.’ 

Recent research established video modeling as ‘an evidence-based intervention with implications for its use with students with children in the school setting’ (Bellini et al., 2007). Delano’s (2007) review of 19 published studies of video modeling interventions concluded that, ‘video modeling interventions are effective in teaching a variety of skills to children with autism.’

 The GemIIni Video Modeling Program

GemIIni Systems’ video modeling program, is an online, fully-customizable English language video-modeling tool that blends many evidence-based tactics from both the ABA and speech literature into each of their videos: 

  • repetition
  • massed trials
  • stimulus differences
  • generalization
  • multiple cues
  • peer models
  • hyper-articulation
  • individualized programming

GemIIni is primarily a language, communication and literacy development tool that provides educators and therapists with a resource to support the specific needs of learners. 


GemIIni Systems uses cutting-edge technology and unique tools, providing an elegant blend of some of the most studied and proven therapy elements to ensure learning is extremely effective. They intentionally incorporate the following features in their videos:   

  • Use of age-appropriate peer models (for learners to relate to and connect with)
  • Close up of mouth for articulation (to give learners a clear visual cue to follow)           
  • Sensory management (visual and auditory clutter has been filtered)
  • Hyper- articulation (emphasizing sounds to aid repetition by learner)
  • Discrete presentation of concepts (one piece of information is given at a time)
  • Generalizations (each word is taught with various video examples of the word).

The GemIIni Program is far more than just a language development tool. It also offers:

  • Testing Tool - The GemIIni program includes interactive testing modules for receptive and expressive language, allowing parents, therapists and educators to track and monitor their learners’ progress with using the program. This testing tool provides up-to-date progress reports, immediately when required. 


  • Data recording, correlation and sharing - The GemIIni program includes data tracking, offering a tool to help find correlations between behavior and biomedical or therapeutic interventions. There is also an area for communication, collaboration and online interaction between educators, therapists, parents and students all across the world ‘to share best practices and success stories.


  • Sequential Processing and Memory Tool - GemIIni also includes interactive games and tools for improving sequential processing and memory.  Many children with special needs have difficulty using their short-term memories and the GemIIni program has a series of sequential processing tasks that aid in the improvement of short-term memory and concentration and allows for progress to be recorded and tracked.


GemIIni is an effective intervention that can ‘supercharge an existing therapy/teaching program or deliver services to underserved populations’ (Kasbar, 2012). Referring to their recent research findings in the USA, GemIIni state:

‘All the evidence suggests that in GemIIni we have a globally significant tool for the low-cost treatment of speech, language and communication delay for learners with autism and other special educational needs…’ (GemIIni, 2013)