Lesson ideas for teaching martial arts to autistic students

About a year ago, Budō Inochi reader, Dave Brainard (Tai chi / Karate / Aikido) wrote:

I am looking for resources and thought you might know of some. I teach in a private special education school.

Because of a need and student requests I’ll be teaching a basic self-defense course next semester.

The intent of this course is to address the needs of students who have limited confidence, may be likely victims/survivors of bullying and abuse and who need to build value and connection with themselves […] Much of what we teach will be based on building awareness and confidence and the typical curriculum of relatively easy to learn self-defense techniques […] I also hope to be able to do some partner practice intended to build connection and confidence.

The kids I am working with tend to be high functioning and on the autistic spectrum. Many have emotional needs related to anxiety, fear of failure based on comparisons to other, apparently more successful kids–comparisons that are both external and internal–and some have specific learning disabilities. Some are fairly athletic, but most are somewhat awkward. Some have open histories of trauma and some have vague histories of trauma and some, thankfully, don’t have that.

Many are susceptible to bullying and various kinds of abuse because of poor self esteem, anxiety and limited social skills. Some would not be fully aware they were being taken advantage of by bullying until after the fact […] however–in general–they are not bullies themselves.

Q(｀⌒´Q)

I responded to Dave’s request at the time by reviewing and summarising a mix of academic studies and informal case studies, where martial arts training had been used to build confidence and teach social skills to people with autism.

Reading these studies was amazing, as they showed martial arts training almost working a kind of magic for these vulnerable students. Here are some of the most interesting ones:

 

1. Using Karate kata to reduce stereotypic movements in children with autism

2. Using Karate kata to improve autistic children’s social skills

3. Using Karate kata to improve autistic children’s communication skills

4. Using Nei Yang Gong to improve autistic children’s self control.

5. Using a coloured belt “token economy” to manage autistic students’ behaviour

6. Aiki Taiso exercises as a safe and easy introduction to martial arts for autistic kids

7. Liz’s story (Judo instructor)

8. Tae Kwon Do for children with ASD 

Q(｀⌒´Q)

Context – What’s the purpose of this training?

There’s a split in this article between the confidence-building side of martial arts training, and the more practical martial/self-defence side. Dave will need to think about how far he wants to go in terms of the “martial” side, as this will influence how he develops the course. The key question is:

Are you teaching your students to actually physically fight back / defend themselves – or not?

Here are a few points to consider if you’re teaching the students to defend themselves

• The issue of a false sense of security is always there in the background when vulnerable people are being taught self defence. Indeed, it’s arguably an issue for all martial arts / self defence training, no matter how big and strong the student. There may be specific risks related to this when teaching autistic students, due to their tendency to take things literally.
• Directly simulating self defence scenarios with children, or people of any age with a history of trauma, can be scary for them. Again, this is something to consider for teaching students with autism of any age.
• Teaching a student to physically fight back may be playing into the hands of bullies, if they work out how to provoke that student and get them in trouble for violence

Yet there are known benefits from teaching people to defend themselves, however vulnerable or unlikely to master the skills you feel they are:

• Confidence and body language – a person who carries themselves more confidently is less likely to be bullied or attacked.
• The surprise element – this is often noted in relation to women who can defend themselves. If the attacker is not expecting the victim to fight back, even something relatively small could potentially startle the attacker enough for the person to get away.
• Taking a hit. Being hit can make someone fall to pieces, but becoming desensitized through training can mitigate this. Obviously this should be explored with enormous care with an autistic person, and very likely with professional input, if at all.
• Learning to defend themselves. It would be very wrong to just assume that people with special needs can’t actually learn to defend themselves from an attack.

Dave’s answer to this big question will influence how he develops the class in the longer term.

Now let’s have a look at some case studies, where martial arts training has benefited students with high-functioning autism.

Q(｀⌒´Q)

1. Using Karate kata to reduce stereotypic behaviour

Kata techniques training consistently decreases stereotypy in children with autism spectrum disorder (2012). By Fatimah Bahrami, Ahmadreza Movahedi, Sayed Mohammad Marandi and Ahmad Abedi. Available on request from ResearchGate

Stereotypic behaviours are common in autistic people, and can often be problematic. They are repetitive body movements, or repetitive movement of objects. Examples include simple body movements, such as rocking and flapping arms, pacing, persistently lining up toys, or even self-injurious behaviors, such as head banging and face slapping.

Several types of physical exercises have been shown to reduce stereotypic behaviors of autistic people. More frequent and more strenuous exercise seems to have a stronger effect.

This project researched the impact on 30 children with ASD (Autistic Spectrum Disorders) over a 14-week period of studying Shotokan Karate kihon (basics) and the Heian Shodan kata four times a week – 56 sessions in total. It found a significant reduction in the children’s stereotypic behaviour, compared with a control group.

The paper gives a very detailed description of how the lessons were structured and managed (Page 1186), and a summary lesson plan for each of the 56 sessions (pages 1187-8). It explains that the kihon combinations started off as very simple, and built up. The kata was broken down into small segments, and again built up over the weeks

The paper also suggests a reason why the Karate training worked so well. It proposes that the kihon and kata are a type of stereotypic behavior themselves, and may create the same sensory feedback and/or brain activity for individuals with ASD, and bring the child back into balance – so that they don’t need to engage in the problematic behavior out of class.

One thought-provoking point to consider, is that the children weren’t taught any martial applications of the kata – just the form itself. I tend to believe that the reason kata practice changes us, is because it’s ingraining martial principles into our body. However, the theme of transformation through literally just practising the form in itself recurs in several of these studies, and makes for interesting reflection . . . 

Q(｀⌒´Q)

2. Using Karate kata to improve autistic children’s social skills

Improvement in social dysfunction of children with autism spectrum disorder following long term Kata techniques training (2013). By Ahmadreza Movahedi, Fatimah Bahrami, Sayed Mohammad Marandi and Ahmad Abedi. Available on request from ResearchGate

This study comes from the same team as the one above. This time, they found that Kata training for autistic children led to significant improvement in their social interaction – another common challenge for autistic people.

Like the study above, they give fairly detailed instructions on how the lessons were structured and managed, which would be helpful for someone looking to develop their own programme. They don’t include a lesson plan summary this time, but reading between the lines, we might guess that the contents of the lessons were pretty similar to the first study.

The team suggests several possible reasons why the Karate training could have been so effective:

• The training provided the autistic children with a lot of potential structured social interactions. 
• The children may have benefited from watching and copying their peers during practice. 
• The classes may have helped the children to learn basic concepts such as the proper etiquette for addressing the instructor, lining up for class, and even non-instructional socialisation.
• The children perform the same techniques as a group. This gave them opportunities to participate together following identical routines

The article also looks in detail at the neurochemical changes that might be going on in the students’ brains as they practise the kata – and how these might improve social dysfunction.

Q(｀⌒´Q)

3. Using Karate kata to improve autistic children’s communication skills

The Effect of Karate Techniques Training on Communication Deficit of Children with Autism Spectrum Disorders (2015). By Fatimah Bahrami, Ahmadreza Movahedi, Sayed Mohammad Marandi1, Carl Sorensen. Available on request from ResearchGate.

This is the third study by (almost) the same team. This time, they found that teaching Karate kata to children with ASD led to a significant reduction in their communication deficit compared to a control group.

Like the other two studies, this one contains helpful details on how they ran the 14-week course for the young people. For example:

The initial duration of exercise session was 30 min, which was progressively increased to approximately 90 min over the first 8 weeks and remained at that duration for the remainder of the intervention (i.e., weeks 9–14).

The 90 min sessions were divided among the following activities: warm-up (15 min; 10 min stretching, 5 min jogging), adapted Karate instruction (65 min), and cool-down (10 min). The adapted Karate instruction portion of each session was further divided into 1:1 instruction followed by synchronized group practice. 

[…] During warm-up and cooldown portions of each session, pre-recorded Persian music was provided in the exercise area. We progressively used motivational techniques, systematic reinforcement, and psyching up strategies, including verbal exhortation, evaluation, and rewards to keep the participants of the experimental group motivated to keep on training and approach them to the experience

[…] Parents of the participant in the exercise group were present during the training sessions and we used their assistance when a child did not obey the rules or expectations. We usually let the child to be alone in a separate room with his/her interests and tried to return him/her to his/her normal mood.

Again, the paper also includes a detailed section on the authors’ theories about why Karate had such a great effect on the children, in terms of its effects on their brains. This section is super-technical so I won’t attempt to summarise it here, but worth a read if you’re interested.

Q(｀⌒´Q)

4. Using Nei Yang Gong to improve autistic children’s self control.

A Chinese Mind-Body Exercise Improves Self-Control of Children with Autism: A Randomized Controlled Trial (2013). By Agnes S. Chan, Sophia L. Sze, Nicolson Y. Siu, Eliza M. Lau, Mei-chun Cheung. Available for free download at ResearchGate.

This study explores using a “mind-body exercise” (Nei Yang Gong) to improve the self-control of children with ASD. A mind-body intervention is defined as an intervention which ‘‘focuses on the interactions among the brain, mind, body and behavior, with the intent to use the mind to affect physical functioning and promote health’’.

The paper explains that:

Somewhat like Tai Chi, Nei Yang Gong involves sets of slow movements that emphasize smooth, gentle, and calm movements. 

Importantly, Nei Yang Gong is a very simple practice, unlike other mind-body techniques, such as mindfulness and meditation, which require a higher degree of conscious mental awareness and self-control. This is why they chose it for the study, as even people with limited language abilities and/or other learning difficulties can learn and benefit from Nei Yang Gong.

The writers believe that the key to its success is that regular practice of Nei Yang Gong was able to foster a simultaneously relaxed and attentive brain state (as reflected in brainwaves).

The paper gives a helpful, detailed summary of how the researchers worked with the young people over a period of a month (twice a week), and the five types of movement taught:

The Nei Yang Gong set comprised five types of movement: tranquil stand, shoulder relaxation, nasal bridge massage, Qi-circulating movement, and passive Dan Tian breathing. The movements were arranged in a fixed sequence and incorporated with specific pieces of music to facilitate the children’s mastery of the technique and to keep them engaged. While practicing Nei Yang Gong, the children were guided to move calmly and relaxingly, and were encouraged to persist with the movements.

It also describes some additional forms that served as self-guided massages for relaxing and calming oneself whenever they feel distressed and frustrated, e.g., rolling their hands slowly up and down between the chest and the abdomen, resting their hands on their abdomen while quietly observing their breathing.

The results of the study showed that the children demonstrated better self-control, both in laboratory tests, and at home (as evaluated by their parents). They reduced temper outbursts, obsessive behaviors and verbal expression problems.

If you’re interested in finding out more about some of the exercises, there are plenty of videos and other resources on the Internet. I’m afraid I can’t comment on the quality and/or authenticity of any of them), but the neiyangong.us site has some nice, clear explanations of the movements, and this Youtube video looks clear and easy to follow:

Q(｀⌒´Q)

5. Using a coloured belt “token economy” to manage behaviour

A Program Evaluation of a Martial Arts Therapy Program for Children (2012). By Jennifer Esterman, Psy.M (PhD thesis). Available for free download from the OhioLink Electronic Theses and Dissertation Centre

This dissertation evaluates a martial arts-based therapy program for children. It has limitations, and its conclusions are somewhat vague. However, I’ve included it here anyway, simply because it includes a couple of interesting teaching ideas, which might give Dave or someone else some helpful starting points.

Firstly, the program uses a form of behavior therapy, known as Token Economy, adapted to fit in with a martial arts programme. The “token economy” is described in detail on pages 2, 6, 25:

The children are able to earn one “stripe” each class if they have behaved well at home, school, and in the dojo […] The children also are given homework assignments that they must complete by the next class in order to earn their stripe for that class. If the child completes the homework, behaves well in all three settings, and is able to master the skills for the current belt, then the child is able to test for the next belt.

Typically, a child must earn an average of 12 stripes, usually 1 stripe for each session, before testing for the next belt. To earn the stripe, a child must bring back the completed homework and have a good behavior report from the child’s parents. If the child’s parents verbally inform the instructors that the child has displayed problem behaviors in school or at home, or does not return the homework, then the child does not receive the stripe for that session.

By the way, here’s a great article on how to use a token economy with autistic students. 

Secondly, the program also models behaviors for parents. The parents typically watch their children complete the session in the dojo and are able to watch the techniques used by the instructors. The parents are not only able to see how to correct unwanted behaviors, but they are also able to see how to reward the desired behaviors that their children engage in through positive reinforcement.

Q(｀⌒´Q)

6. Aiki Taiso exercises as a safe and easy introduction to martial arts

Teaching Aikido to Children with Autism Spectrum Disorders, by Josh Paul, M.A. Journal of Asian Martial Arts. Volume 20:4:36-51 (2011) (This article is not open access).

This is Josh’s story of his “experiments” in teaching children with ASD. He explains that he’s tried out all kinds of standard Aikido exercises, and over time settled on a core group of exercises that students tend to pick up quickly and benefit from.

Above all, Josh has found that the Ki Aikido Aiki Taiso exercises work really well for kids with autism. These are warm up exercises developed by Tohei Koichi (the founder of Ki Aikido) to improve body awareness, posture, breath control, focus, balance and coordination. They also serve as the building blocks of techniques.

Josh found that his students easily accepted these as suitably “martial” techniques.

Josh’s top six exercises for introducing autistic kids to Aikido are:

1. Unbendable arm (orenaite) (practised with a partner)
2. Rowing (funakogi) (both solo and partnered)
3. Blocking (Shomenuchi ikkyo) (both solo and partnered)
4. Pivoting (zengo) (both solo and partnered)
5. Turning (tenkan) (both solo and partnered)
6. Rolling backward and forward (koho tento) (solo)

If you’re not an aikidoka, you can find all these exercises and more on Youtube. Here’s an example – the first clip shows Funakogi solo, and the second shows it as a partner exercise:

And here’s the founder of Ki Aikido, Koichi Tohei, performing a complete Aiki Taiso routine:

As his students gain confidence, Josh also teaches his students knee walking (shikko), full forward and backward rolls and various partnered breathing exercises (kokyudosa). 

Josh explains:

Ki exercises are particularly useful when teaching children with ASD. In addition to the primary intent of developing body awareness, coordination, etc., ki exercises can be performed solo and with a partner, and statically and dynamically (that is, standing still and with motion).

They provide a vehicle for safely introducing partner practice while improving balance and coordination, and by checking balance during the practice (ki testing) the exercises provide feedback about a student’s body awareness and coordination.

[…] I continue partner practice and introduce uke/nage roles with escaping from grips (wrist and maybe lapel holds) and kokyudosa [breathing exercises / balance breakers – initially from kneeling – see video clip below]. Kokyudosa can then be performed standing as the students’ first throwing technique (kokyunage), and as skills are acquired and improved, more can be introduced.

 

7. Liz’s story (Judo instructor)

Here’s a quick note from Budō Inochi reader Liz on her own experiences . . .

I taught a judo class where two children with Asperger’s syndrome were in the program. One was very high functioning physically, the other had some coordination issues. Both were tactile defensive, making judo a tough activity for them. In both cases parents encouraged the child to play. In one situation the family of the child played judo (Mom, Dad, and brother) so it was a family activity. The child whose family was involved was very successful in the class. Earned rank and even participated in a couple of tournaments.

I think the family perspective is critical for two reasons. First, the parents had some idea and appreciation for the activity and what it required. Second, the child interacted better in the throws and grappling with the dad in particular and mom too creating some level of comfort. I found that children with autism have difficulty in the social part of Judo….mainly the competitive aspects. Kata or forms was easier because it did not involve competition and includes a lot of rules and specifics. However, getting the child with autism to understand what is an important detail and what is less important was a challenge.

8. Tae Kwon DO for children with ASD

Scott, S., Kozub, F.M., & Goto, K. (2005). Tae kwon do for children with autism spectrum disorder. PALAESTRA, 21(1), 40–60. (This article is not open access).

This excellent article shares some learning from the Monroe County Program – an adapted martial arts program. Here are a few key points:

• If students have difficulty understanding verbal instructions, they can be encouraged to learn by watching others, to understand the movements.
• Martial arts training gives a wonderful opportunity for children with autism to learn social skills by watching and copying others, because the same cooperative activities and patterns of etiquette are repeated over and over again.
• The Monroe County Program (adapted martial arts program) enlisted volunteer teachers and students from other local martial arts schools, so that every kid could have a 1:1 helper.
• Helpers don’t have to have a background in martial arts (although of course the instructor needs to be suitably qualified). If the students get to a level where they need more expert tuition, they can be encouraged to join a mainstream class.
• Helpers and instructors should consult the parents to identify any issues with physical contact or other behaviour concerns. If needed, lot of the practice can take place with no need for physical contact with a partner, e.g. practising forms
• Many children with autism are highly intelligent and are committed readers. Encouraging students to visit appropriate websites or to work through a reading list can be a wonderful way of keeping a child engaged and committed to training. (Page 43)
• Get the family involved where possible.
• Sparring, or controlled free fighting is best left for the mainstreamed student.
  

 

Q(｀⌒´Q)

An update from Dave, one year later . . .

While preparing this article, I dropped Dave a line asking him how his class had been going. His reply was interesting. Dave said that his original question had actually been superseded quite quickly by a different question:

I think the VERY short take away was that I had concerns about being ready to teach technical stuff and/or what type of technical stuff we would be able to do with the group of students that I was teaching in a relatively short amount of time. But when the kids arrived it became clear, very quickly, their general self-esteem and confidence would be a bigger challenge . . . 

Part Two of this article will therefore focus more directly on practical advice and tips for supporting students with autism to learn martial arts . . .