{'fraction_non_alphanumeric': 0.010217113665389528, 'fraction_numerical': 0.0, 'mean_word_length': 5.426229508196721, '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': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Classroom Procedures for the Measurement of Behavior State among Students with Profound Disabilities

This study implemented two procedures for the measurement of behavior state conditions of students with profound handicaps who spend a large portion of their school day in the state conditions of sleep, daze, or drowse. The purpose of the study was to determine if classroom measurement procedures of shorter duration would be as reliable as the longer duration research procedures. Both measurement procedures were implemented in four classrooms by observing six students who spent a large portion of their time asleep, dazed, or drowsed. The findings indicate that the more frequent measurements of shorter duration produced outcomes that were similar to the research procedures.