Rhythmic Movement
Training International

🌐

Trusted by families and professionals

across 6 continents since 2007.

Welcome to RMTi

Rhythmic Movement Training is a movement based, primitive (infant or neo-natal) reflex integration program that uses developmental movements, gentle isometric pressure and self-awareness to rebuild the foundations necessary to help overcome learning, sensory, emotional and behavioural challenges for children and adults.

RMTi is a nonprofit organization that provides professional training & licensing and offers a worldwide network of instructors & consultants to the community.

Beyond the Sea Squirt: A Journey with Reflexes

By: Moira Dempsey

Beyond the Sea Squirt is a book that highlights the importance of movement in our ability to be creative, think, solve problems, control impulses and connect to others. This is a book for those interested in RMTi and the stories of some of those who have used the program to make beneficial changes

Movement Matters

By: Moira Dempsey

Why do so many children struggle despite medication and intervention? Often the answer lies deeper than behaviour or skill — in retained primitive reflexes that disrupt attention, coordination, reading, and emotional regulation. Movement Matters brings together the latest neuroscience with decades of clinical evidence from Rhythmic Movement Training International, showing parents, educators, and therapists how movement-based reflex integration can create lasting neurological change across ADHD, autism, dyslexia, and dyspraxia.

Stories & Insights

  • Why Some Children Can’t Sit Still — And How Movement Can Help
    A child who can’t sit still. A child who blurts out answers before the question is finished. A child whose emotions seem to hijack them without warning. For decades, the response to these behaviours has been largely the same: medication. But a growing body of research suggests there’s a deeper explanation — and a different way to help. Rhythmic Movement Training International (RMTi) addresses that explanation directly. The Reflex Behind the Restlessness One of the most striking findings in this…
  • Why Some Children Struggle to Read — And How Movement Can Help
    For many children, reading difficulties aren’t a phonics problem alone — they’re a neurological one. Before a child can decode words fluently, their eyes need to track smoothly across a page, the two hemispheres of their brain need to communicate efficiently, and their nervous system needs to feel safe enough to focus. This is where Rhythmic Movement Training International (RMTi) comes in. The Hidden Foundations of Reading Reading depends on far more than recognising letters and sounds. It requires binocular…
  • How to Successfully Implement RMTI in Schools: A Practical Case Study Across 9 Schools
    How to Successfully Implement RMTI in Schools: From Pilot to Full Integration Implementing Rhythmic Movement Training International (RMTI) in schools can feel overwhelming. Where do you start? How do you gain leadership buy-in? How do you prove impact? In our fifth webinar in the “Applying RMTI in School Settings” series, we explored a real-world case study that answers those exact questions. From Personal Story to System-Wide Change RMTI Consultant Isla O’Donnell oversees safeguarding and pastoral care across nine schools within…

What People Are Saying…

I work in a special school in Milton Keynes, which caters for pupils from infants through to 25 with ASD and other learning difficulties. At present the programme is based within my class, however from September I will be using the programme around the school on a 1:1 and small group basis due to the benefits and progress we have seen with the pupils in my class.

Firstly, let me describe those I have been using it with, my class is a very boisterous, argumentative, hormonal, non- attentive but enthusiastic class of 11 -14 year old boys with ASD and other learning difficulties. We are classroom based most of the day with limited access to the PE Hall and spaces where we can carry out physical activities. Also due to staffing issues at present I have been unable to deliver the RMT programme on a wholly 1:1 basis. However, with all these restraints in place I have had very positive results with the pupils and they have embraced lots of the movements. So to explain, I use the movements as part of the PE lessons as a warm up and cool down exercise. The pupils join in with these as they see them and experience them as part of the whole lesson and so are not over stimulated by them. It is also fun for them to join in with their peers. Also to incorporate them on a more regular basis I apply the moves to a sensory circuit set up in class to make sure that some extra movements are integrated into their day.

The results of using these movements has been evident in class. Transitioning from PE to lunch was always a very noisy, unsettled period. When the RMT movements are used as part of the cool down programme the pupils are able to move from one lesson to the next in a far more calm manner. When the movements are used in class the pupils are able to sit afterwards, they remain more calm and settled after the movements all of which contributes to them being able to focus on their tasks and work to a far greater degree.

As the movements are enjoyed by the pupils they really like to use them and take ownership of them. One child in particular finds comfort in using the windscreen wipers movement when he his experiencing particularly high levels of anxiety. This works an amazing tool to focus and expend his physical energy while calming his emotional anxieties. This is just a very brief overview of some of the work with RMT and the benefits. I am constantly developing how I incorporate this programme and adapt it to suit those I work with.

Lydia Moran

United Kingdom

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