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Fighting Flicker: The Effects of Flicker in the Classroom€¦ · What is Flicker? Flicker in LED...

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Fighting Flicker: The Effects of Flicker in the Classroom Light, Health and the LED Revolution April 24 th , 2018
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Page 1: Fighting Flicker: The Effects of Flicker in the Classroom€¦ · What is Flicker? Flicker in LED lighting occurs as a result of the LED driver converting AC power to DC power. Modulating

Fighting Flicker: The Effects of Flicker in the Classroom Light, Health and the LED Revolution April 24th, 2018

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© 2017 Energy Focus, Inc.

Who is Energy Focus? Healthcare Education Military Government Retail Industrial Parking Office

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Energy Focus is a manufacturer and provider of LED Lighting retrofit technology for the most demanding applications where performance, quality and health really matter.

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© 2017 Energy Focus, Inc.

Speakers

Dr. Alexandria L. Kappel (Ph.D.) Assistant Professor Indiana University of Pennsylvania Yumi Alanoly Product Manager, Marketing Energy Focus Inc.

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Agenda 1.  The Human Eye and the Light Spectrum 2.  Flicker in Lighting 3.  Effects of Flicker on Autism 4.  Questions and Answers

4/25/18 4

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The Human Eye

https://www.ecse.rpi.edu/~schubert/Light-Emitting-Diodes-dot-org/Sample-Chapter.pdf https://www.aoa.org/patients-and-public/resources-for-teachers/how-your-eyes-work

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The Light Spectrum

Light receptors within the eye transmit signals to the brain, producing sensations of color. •  Natural light is normally compared to

Sunlight

•  Light comes in a variety of color temperatures (ex: 3500K, 4000K, 5000K)

•  Brightness affects those with light sensitivity (Kinnealey, Pfeiffer, Miller, Roan, Shoener, & Ellner, 2012)

Fluorescent

Incandescent

LED

Sunlight

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© 2017 Energy Focus, Inc.

Agenda 1.  The Human Eye and the Light Spectrum 2.  Flicker in Lighting 3.  Effects of Flicker on Autism 4.  Questions and Answers

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What is Flicker? Flicker in LED lighting occurs as a result of the LED driver converting AC power to DC power. Modulating the current to produce lower flicker is the challenge that all lamps are faced with.

Energy Focus < 1% Competitor 1 Competitor 2

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How Flicker Effects Your Health

If a light source is flickering faster than 50 cycles per second, this imperceptible flicker is still detected by our nervous system as modulation in light. Visual and imperceptible flicker can have a negative impact on the physiology of our brain and cognition.

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How Flicker Effects Your Health

According to IES (Illumination Engineering Society), potential Flicker-Induced Impairments include*: •  Seizures (from epilepsy, traumatic brain injuries,

concussions, etc.) •  Headaches, fatigue, blurred vision, eyestrain •  Migraines •  Reduced visual task performance •  Increased autistic behaviors, especially in children •  Distraction

“Flicker—Understanding the New IEEE Recommended Practices” (http://energy.gov/sites/prod/files/2015/05/f22/miller%2Blehman_flicker_lightfair2015.pdf), DOE & Pacific Northwest National Laboratory

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Exposure to Flicker

Edison Tech Center. “The Fluorescent Lamp” http://www.edisontechcenter.org/Fluorescent.html. Temple Grandin (1995)

•  Fluorescent lighting can produce flicker of high

frequency •  Flicker can be caught on video creating a

greenish or yellow hue on camera •  Some people with autism can see the 60 cycle

flicker associated with fluorescent lighting which leads to headaches, eyestrain, or the perception of a pulsating room.

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Agenda 1.  The Human Eye and the Light Spectrum 2.  Flicker in Lighting 3.  Effects of Flicker on Autism 4.  Questions and Answers

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Effects of Fluorescent Lighting on Students with Autism

Extreme visual sensitivity or Irlen Syndrome (Loew, Marsh, & Watson, 2014) •  Irlen Syndrome - visual processing deficit where sharp peaks in light can jumble the

signals to the brain. Can result in: •  Dizziness •  Headaches •  Nausea •  Difficulty reading small font •  Difficulty concentrating •  Misdiagnosis of learning difficulties

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IUP Research Questions

•  Will changing fluorescent lighting to LED lighting help to change symptoms of visual sensitivity in students with autism?

•  What effect will changing lighting from fluorescent to LED lighting have on the

behavior of students with autism?

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Study Demographics

Observations conducted in a social group for students with Autism Spectrum Disorder.  

•  Nine students were targeted from a group of

twenty to be observed based on parent permission

•  Abilities of students varied widely across the spectrum

•  Program activities focus on building friendships, developing social skills, and teaching appropriate emotions

 

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Observations

First Stage •  Nine target students observed for five weeks under fluorescent lighting •  Two target behaviors for each

•  Target behaviors chosen based on behaviors of concern by staff Second Stage •  Lamps changed from fluorescent to TLED by Energy Focus •  Nine students observed for a month under TLED lighting

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Student #1

Case A: Nine year old girl with autism Case A Behaviors: 1.  Off-task behaviors: fidgeting, playing with hair 2.  Interrupting First Stage Observation: Student was off-task up to 50% of the time with five interruptions every half hour Second Stage Observation: Student’s interruptions lessened to three per hour and off-task behavior decreased

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Student #2

Case R: Ten year old boy with autism Case R Behaviors: 1.  Off-task behaviors: spinning and talking off topic 2.  Interrupting First Stage Observation: Student spent approximately 40% of group time talking about movies or video games often interrupting the teacher up to fifteen times an hour Second Stage Observation: Student became more focused on the group topics and began to participate in the group activities, but he continued his interruptions.

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Student #3

Case C: Twelve year old boy with autism Case C Behaviors: 1.  Off-task behavior: lack of engagement due to drawing or writing 2.  Talking about inappropriate topics First Stage Observation: Student is easily influenced by other students and often talks about inappropriate topics. He often finds negative means to get attention. He is off-task 75% of the time Second Stage Observation: Student has become more appropriate. His off-task behavior of drawing and writing instead of listening to the teacher has decreased. His discussion of inappropriate topics has decreased by 25%

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Student #4

Case G: Fifteen year old boy with autism Case G Behaviors: 1.  Off-task behaviors: fidgeting, squirming 2.  Distraction - random answers to teacher’s questions

First Stage Observation: Student struggled to sit still for a 15 minute lesson. Often answered the teacher’s questions with random words or thoughts, and at times would stare off into space Second Stage Observation: Student’s off-task behavior increased by 50%. He would sit for 15 to 30 minute lessons and could answer the teacher’s questions with improved accuracy

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Student #5

Case J: Five year old boy with autism and anger issues Case J Behaviors: 1.  Off-task behavior: leaving activity, saying “I don’t know.” 2.  Running away and breaking or slamming things

First Stage Observation: Student chose not to participate 75% of the time. His primary response to the teacher’s requests were “I don’t know” and “I can’t” Second Stage Observation: Student was much calmer and often joined group activities. His participation in group activities increased and he began to answer the teacher’s requests

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Student #6

Case T: Thirteen year old boy with autism Case T Behaviors: 1.  Lack of engagement shown by putting head down on desk during activities 2.  Number of social interactions with more than one peer

First Stage Observation: Student chose to spend 25% of the group activity with his head down or disengaged. He would tune out the teacher and chose not to participate in group activities. He also would only talk to one peer Second Stage Observation: Student’s disengagement significantly decreased and he began to interact with up to five peers each day

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Student #7

Case M: Ten year old boy with autism Case M Behaviors 1.  Talking off-topic and distracting others 2.  Aggressive behavior - threatening other students and fighting

First Stage Observation: Student would distract others by talking loudly to them about random topics while the teacher was providing instruction. He would also have three to four incidents per two hour session Second Stage Observation: Student’s off-topic talking decreased by approximately 50%. The number of his aggressive incidents depended on which other students were present at the program that day

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Student #8

Case K: Ten year old boy with autism Case K Behaviors: 1.  Talking off-topic 2.  Repetitive talk - focus on one particular topic First Stage Observation: Student often perseverated on talking about Minecraft. He would relate every discussion to Minecraft or a similar video game. Second Stage Observation: Student began to talk less about Minecraft, but if he did begin to talk about it, he did still perseverate on it

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Student #9

Case R: Ten year old boy with autism and oppositional defiant disorder Case R Behaviors: 1.  Off-task behaviors: saying “No” and “I don’t want to do this.” 2.  Aggression - hitting and kicking walls and furniture First Stage Observation: Student was aggressive and would often refuse to participate in activities. He would become upset and kick the walls and the furniture and become engaged in arguments with other students Second Stage Observation: Student began to participate more and his use of “No” and “I don’t want to do this” decreased. His aggression began to decrease, but would be heightened at times by interaction with another student

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Strengths of Study

•  Brighter, calmer classroom •  Increase in student

participation •  Decrease in off-task behavior •  Increase in positive peer

interactions

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Possible Concerns

•  Change of teachers in middle of study •  Switch from school year to summer - issue

with consistent attendance •  Behavior concerns - student with extreme

behaviors directly changing the behavior of others

•  Inability to concern possible other influencing factors

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Benefits of Flicker-Free LED Technology

Flicker that is present but strobes faster than we can “see”, has a negative impact on our visual processing. To the average person, this may result in headaches or discomfort after exposure, but to people with special needs that experience visual hypersensitivity, such as those on the Autism Spectrum, this same flicker can be disruptive to their everyday activities. Flicker-free lighting reduces or eliminates these symptoms.

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Agenda 1.  The Human Eye and the Light Spectrum 2.  Flicker in Lighting 3.  Effects of Flicker on Autism 4.  Questions and Answers

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Questions and Answers

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Join the LED “Flicker-Free” Revolution!

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© 2017 Energy Focus, Inc.

Contact Us Email:

[email protected] Phone Number: 800-327-7877

energyfocus.com

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Thank You!

Energy Focus Inc. Flicker - What You Can’t See CAN Hurt You

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Sources 1.  Edison Tech Center. “The Fluorescent Lamp” http://www.edisontechcenter.org/Fluorescent.html. 2.  United States Environmental Protection Agency “Health Effects of Mercury Exposure” http://www.atsdr.cdc.gov/mercury/docs/HealthEffectsMercury.pdf. 3.  Roberts, Joan E. “Ultraviolet Radiation as a Risk Factor for Cataract and Macular Degeneration” Eye & Contact Lens Vol 37 No 4. 2011. 4.  Pokorny et al. “Aging of the human lens” Applied Optics Vol 26 No 8. 1987. 5.  Ellis et al. “Auto-tuning daylight with LEDs: sustainable lighting for health and wellbeing” Drexel University and Philadelphia University. http://

www.bauarchitecture.com/research.daylightleds.shtml 6.  Irlen Institute. “What is Irlen Syndrome?” http://irlen.com/what-is-irlen-syndrome/. 7.  Graph 1: Popular Mechanics: The Ultimate Light Bulb Test http://www.popularmechanics.com/technology/gadgets/reviews/g164/incandescent-vs-compact-fluorescent-

vs-led-ultimate-light-bulb-test/. 8.  US Department of Energy “Solid-State R&D Plan” May 2015. 9.  Lucas, Robert J et al. “Measuring and using light in the melanopsin age” Trends in Neurosciences Vol 37 No 1. 2014. 10.  Holzman, David C. “What’s in a Color? The Unique Human Health Effects of Blue Light” Environmental Health Perspectives Vol 118 No 1. 2010. 11.  Hawes, Breanne K., et al. “Effects of four workplace lighting technologies on perception, cognition, and affective state” International Journal of Industrial Ergonomics

Vol 42. 2012. 12.  Meesters, Ybe et al. “Low-intensity blue-enriched white light (750 lux) and standard bright light (10000 lux) are equally effective in treating SAD. A randomized

controlled study” BMC Psychiatry. 2011. 13.  US Department of Energy. “Flicker” Building Technologies Office Solid-State Lighting Technology Fact Sheet. 14.  Loew et al. “Symptoms of Meares-Irlen/Visual Stress Syndrome in subjects diagnosed with Chronic Fatigue Syndrome” International Journal of Clinical and Health

Psychology Vol 14 ppp87-92. 2014. 15.  Ameritech Energy. “Flicker Free – Important Design & Buyer Information” Solid-State Lighting Technology Fact Sheet. http://www.energyfocusinc.com/lighting-and-

your-health/ 2014. 16.  Roberts, Joan E. “Light and Immunomodulation” Annals New York Academy of Sciences. 2000. 17.  Rensselaer Polytechnic Institute. “Chapter 16: Human eye sensitivity and photometric quantities”

http://www.ecse.rpi.edu/~schubert/Light-Emitting-Diodes-dot-org/Sample-Chapter.pdf 18.  Salva et al. “Circadian rhythms, melatonin and depression” Cur Pharm Des vol. 17 no. 15. 2011. 19.  Mohammadizadeh et al. “Is the light-emitting diode a better light source than fluorescent tube for phototherapy of neonatal jaundice in preterm infants?” Adv Biomed

Res vol. 1 no. 51. 2012. 20.  World Health Organization. “LED phototherapy for neonatal jaundice” Compendium of innovative health technologies for low-resource settings 2013. 21.  Sawyer. “Phototherapy for Jaundice” Medscape http://emedicine.medscape.com/article/1894477-overview 2013. 22.  Smil, V. 2014. The long slow rise of solar and wind. ,Scientific American 282 (1):52-57; EIA 2013 Energy Book; “Lighting The Way 2013”, McKinsey Inc.


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