Gemiini Discrete Video Modeling


introduces you to

GEMIINI, Video Modeling

One of the most evidence-based treatments for children with special needs

A summary of general research and GemIIni-based research 30+ years of academic research and institutional acceptance Over the past three decades, research has demonstrated that video modeling is an invaluable, evidence based 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. In a rigorous review of autism interventions in the National Standards Report, video modeling was considered an “Established” and “Effective” treatment by the National Autism Center. Video modeling has been proven to effectively teach skills as varied as social, academic, communication, daily living, play, perspective taking and the generalization of information. This presentation will present a sampling of the hundreds of studies on video modeling as the research base GemIIni relies upon for its own research. The findings of researchers in GemIIni-based clinical trials have moved the field forward from this well-established base. Clinical trials showing the power of viewing GemIIni in groups and in the use of sensory-management filming techniques to increases retention of information could be significant breakthroughs.

click here for video: About Gemiini DVM: Accelerate Language and Reading Therapy

Better Outcomes with Lower Costs While the need for robust, personalized therapy sessions is unquestioned, researchers have known for years that video modeling can be more effective than live one-to-one therapy for modeling. Many of the following studies explicitly point to the cost savings, efficiency and better outcomes that are all a result of the use of video modeling in schools, clinics or homes. From a practical viewpoint, it goes without saying that a the use of video for teaching some skills would be both a more efficient and a more cost effective use of time, so that “live” therapy sessions can be focused on generalization and socialization of learned concepts instead of rote teaching with flashcards or other techniques. In one such example, a seven year study performed in a school district with over 70,000 students, researchers found that video modeling achieved significant improvements in many academic skills for children with special needs, while improving parent teacher cooperation (Biedernan & Freeman 2007). GemIIni Harnessed the Power of Video Modeling for Easy Use & Improved Results GemIIni is a tool that puts video modeling’s highly researched and evidence-based approach at the fingertips of clinicians across the globe, enabling them to make customized video modeling sessions in a matter of minutes. Research showing the effectiveness of GemIIni over standard video modeling is included in the following pages.

more videos……..

Go to to learn all about the Gemiini DVM program. It has been shown to increase language in children with special needs by a factor of 10 to 30x. It is easy, effective and affordable.…
00:07:06                   Added on 5/14/14            58,284 views

Contact us here at Special Needs NJ for your Gemiini Video Modeling training

We can set you up with a free one month code to get you started.

Special Needs NJ, LLP

 Call:      (973) 940-6923 or


IEP Tips

IEP Tip: Let’s talk independent evaluations. If an independent evaluator provides a “rule out” diagnosis, he needs to explain to parents that a child is at-risk for a disability. It does not mean the disability, along with an inability to make effective progress, exists currently and that the school should be providing specialized instruction or related services now. Special education is not pro-active, it is reactive. If a child is “at-risk” of a reading disorder, but accessing, obtain the general ed benchmark testing and keep careful watch. Ensure RTI interventions are put in place, if appropriate. But, telling the parent of a young student (K or 1) that specialized instruction is required for what very well could be a reading disability, but is not now, is placing a lot of stress and guilt on the parent. In addition, when outside testers make recommendations, they need to take care to write what the specific child needs, not what every child with the diagnosis would benefit from. Some parents then want the school to implement 3 pages of best practice accomodations for a disability which may really be a relative weakness. “Access to an iPad or laptop” does not mean a student requires a dedicated device, “frequent teacher check-ins” does not mean every moment and every worksheet. Parents may think accommodations mean the child’s performance should be perfect and they jump to the conclusion that if there is an error, the teacher didn;t do their job. The bottom line is everyone needs to be reasonable (schools, evaluators, parents, and advocates). We need to look at the big picture. A good advocate will tell the parent whether an IEP or 504 is sufficient, and whether one is obtainable, and then help the parent build a case for services. A good advocate may help the parent access outside services. A great advocate will be honest and supportive; she doesn’t tell parents only what they want to hear.




IEP Tip: When a school has no data to prove their case with, it does not mean it is easy to get them to do the right thing. It means you have a much stronger case. Poorly written IEPs have general goals and horrifically bad unmeasurable benchmarks. The IEP drives placement (type of and then specific program location). Make sure progress reporting on the IEP goals will yield measurable data. And remember the IEP itself should not mention specific placement, it should define the students needs to allow the team to determine the type of placement and then recommend where that program can be delivered. Too often placement drives draft IEPs and that is backwards and contrary to the regulations.