{'fraction_non_alphanumeric': 0.027411167512690356, 'fraction_numerical': 0.009137055837563452, 'mean_word_length': 4.869047619047619, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Language of Music: Working with Children on the Autism Spectrum

Zack was five-and-a-half when I first met him. His diagnosis was Pervasive Development Disorder Not Otherwise Specified (PDDNOS), along with apraxia1 of speech. Many professionals consider autism to be a spectrum disorder ranging from severe to light. At the severe end is what we generally think of as autism: a withdrawn, nonverbal child sitting in a corner, rocking, hand-flapping, and possibly exhibiting self-abusive behaviors. A lack of awareness of the relationship of the body to the environment makes it difficult to perceive distant objects or discern where the body ends and the environment begins (Miller and Eller-Miller, 1989, 2000). This is why many children with autism may not respond to a verbal request but suddenly become aware of your existence if you touch them. Children diagnosed with PDD-NOS are slightly less affected by these problems and may have more understanding of language (receptive