Basic
Line
Skills
Social
Cognitive
Behavioral
Physical
Geometric
www.martialartstherapy.com
Presented by
David Reicher M.S.
Co-Founder Martial Arts Therapy
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
Daily documentation
Monthly progress notes
Supervised by licensed P.T.
Insurance reimbursement
Physicians clearance
Information documentation
Yearly assessment testing
Assistance by volunteers
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