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Impact of QLink Technology on Students with Learning Disabilities at NEW WAY SCHOOL 影响QLink技术对学生的学习障碍在学校新途径

At the New Way School in Scottsdale, Arizona, a small private school for children with learning difficulties like Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD), 52 students and 11 teachers participated in a double-blind study to test the effects in the classroom of the Clarus ClearWave . The research shows that when the Clarus unit was active there was a 38% reduction in problem behaviors recorded by the teachers. The students' academic performance improved because they were better able to focus, follow directions, stay on task and complete assignments.在新思路学校亚利桑那州斯科茨代尔，一个小型私人学校学习有困难的儿童像注意力缺失症研究所（ ADD ）和注意缺陷多动症（ ADHD ） ， 52名学生和11名教师参加了双盲研究，以测试影响在教室的Clarus ClearWave 。 这项研究表明，当Clarus单位积极有38 ％减少问题行为记录的教师。学生的学业表现有所改善 ，因为他们能够更好地为重点，遵循的方向，留在任务和完成任务。 There were significant reductions in recorded cases of student outbursts and irritabilities and the teachers reported that they felt less stress and were more relaxed when the units were plugged in. 有显着减少案件的记录学生的爆发和irritabilities和教师报告说，他们感到压力和减少了更为宽松的单位时，被插入进来

Testing Procedure: 测试程序：

Two different applications systems of CLARUS / QLink TECHNOLOGY, a family of devices developed to neutralize the negative effects of EMF in the class room were used: active, or "NON-PLACEBO" units (Group "A") and inactive, or "PLACEBO" units (Group "B").两种不同的应用系统的CLARUS / QLink技术，家庭设备开发，以消除负面影响的电磁场中的阶级房间被用来：积极，或“非安慰剂”单位（集团的“ A ” ）和无效，或“安慰剂“单位（集团的” B “ ） 。 At the beginning of the first week, Group "A" systems were placed throughout the school.在开始的第一周，集团的“ A ”系统被置于整个学校。 At the beginning of the second week, Group "B" systems replaced the Group "A" units.在第二周开始，集团的“ B ”系统取代了集团的“ A ”单位。 Group "A" systems were again used for the third week and Group "B" units during the fourth week.集团的“ A ”系统，再次用于第三周组和“ B ”的单位在第四周。 The following is a summary of teachers' records of specific "maladaptive" behaviors during the testing.以下是简要的教师记录具体的“适应不良”行为在测试。

"Maladaptive Behavior Event" Criteria “适应不良行为的事件”标准	GROUP "A" Coherent EMF (Active Units) 集团的“ A ”相干电磁场（活性单位）	GROUP "B" Random EMF (Placebo Units) 集团的“ B ”随机电磁场（安慰剂组）	% Difference with Coherent vs. ％的差异与相干与 Random EMF 随机电磁场
Academic Criteria 学术标准
Not on task 没有任务	67	128	-48% -48 ％
Trouble following directions 下列指示故障	65	132	-51% -51 ％
Work not completed 工作尚未完成	22	42	-48% -48 ％
Academic Criteria Totals 学术标准总数	154 154	302 302	-49% -49 ％
Emotional Criteria 情感标准
Irritability 易怒	37	61	-39% -39 ％
Outbursts 突出	23	55	-58% -58 ％
Withdrawn 撤回	15	17	-12% -12 ％
Emotional Criteria Totals 情感的标准总数	75 75	133 133	-44% -44 ％
Social Criteria 社会标准
Problems interacting with PEERS 存在的问题与同行交流	43	41	5% 5 ％
Problems interacting with STAFF 存在的问题与工作人员互动	20	27	-26% -26 ％
Social Criteria Totals 社会标准总数	63 63	68 68	-7% -7 ％
Physical Criteria 实物标准
Hyperactivity动	60	79	-24% -24 ％
Headaches头痛	17	18	-6% -6 ％
Fatigue疲劳	36	49	-27% -27 ％
Physical Criteria Totals 体育标准总数	113 113	146 146	-23% -23 ％
Total Reduction in all "maladaptive behaviors" 共减少了所有“适应不良行为”	405 405	649 649	-38% -38 ％

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