Presented by David Reicher M.S. Co-Founder Martial Arts TherapyBasicLineSkillsSocialCognitiveBehavioralPhysicalGeometric

Martial Arts Therapy Classes began 1990 Martial Arts Therapy was incorporated 1993 The Company began with the following individuals Martial Artist Physical Therapist Speech Language Pathologist Senior Rehabilitation Assistant The Company also consulted with Occupational Therapist Neurological and Behavioral Psychologists Recreational Therapist

P.T. Model Fitness Model Physicians prescription Physicians clearance Daily documentation Information documentation Monthly progress notes Yearly assessment testing Supervised by licensed P.T. Assistance by volunteers Insurance reimbursement Private pay Hybrid Community Grant Model Physicians clearance Information documentation Yearly assessment testing Supervised by licensed therapist with assistance by volunteers Student co-pay

Martial Arts Human movement efficiency strategies Rehabilitation/Therapy Human movement compensation strategies Therapeutic Goals Independent movement patterns achieved in a group environment Volunteers reduce student costs

Martial Arts Therapy uses the martial arts for therapeutic purposes Does not replace Therapy Anybody may participate

Autism Spectrum Disorder ADD & ADHD Cerebral Palsy Cognitive Impairment Crouzons Syndrome Down Syndrome Learning Disabled Sensory Integration Dysfunction Spina Bifida Stroke Traumatic Brain Injury

Opening of class with formal bowing Affirmation statement Stretching and warm up Basic techniques Bridging of basic techniques Specific exercise drills/activities Games or bridging activities to reinforce skills used earlier in class Questions and Answers

Finding the reinforcer Verbal praise Positive reinforcement Breaking down techniques into movement chains Withholding the reinforcing movement Setting up students for success Bridging skills in multiple activities Use of parents/caregivers and volunteers

The program is a paradox. We use fighting skills, activities and drills to learn ADL’s Social Skills Movement Patterns Cognitive Skills To our knowledge there has not been an expected increase in violent or anti-social behavior by our students in school or outside the ‘Dojo’ Open hands versus closed hands Maintain and update our literature review

Students sign themselves in on attendance sheet Not their parent/caregiver Not the therapist/volunteer Students are responsible for equipment Getting out and putting back props Washing the mats Proper use with their partner Participate in class to the best of their ability

Etiquette and Community Standards Safety in class starts with a line Skills: Hands to self No Talking Line movement directions Volunteer gate keepers Different lines used in class Using the equipment in line skills Using the techniques in line skills

180 degrees in a line Point A & B Students identify lines in the environment Bridge to techniques Palm strike (out & back) Knee kick (up & down) Repetition and asking questions of students

 Using the pads to make a line

Building Line A

Building Line B

Connecting Lines A & B

Identifying circles in the room Identifying 360 degrees in a circle Use in pivots and throws Spatial awareness Allows a bridge into lines and angles