{'fraction_non_alphanumeric': 0.024207011686143573, 'fraction_numerical': 0.0, 'mean_word_length': 5.148717948717949, '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}}
Where We Are. Where We are Going. How We're Getting There

• Recording a child's daily performance on charts provides valuable feedback for both the child and the teacher. It is an efficient, sensitive way to observe changes in behavior that may not otherwise be recognized. Through regular charting, teachers are given concrete information showing where the children are functioning (evaluation), where they are going (performance goals), and how they are getting there (growth). At Benhaven, a private school for autistic and neurologically impaired children, teachers are shown how to use charts and how to plan effectively for each child. Sample charts demonstrating different patterns of behavioral change, accompanied by brief descriptions of each pattern are used to introduce teachers to the charting procedure. In addition to these sample profiles, real data collected from actual classroom experiences are analyzed. It is often desirable to record two opposite but related behaviors in the same project, for example, the number of words spelled correctly and the number of words spelled incorrectly. When two opposite components of a behavior are charted they are called an accuracy pair.