{'fraction_non_alphanumeric': 0.03761533002129169, 'fraction_numerical': 0.031227821149751596, 'mean_word_length': 5.588785046728972, '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}}
Sibling Support Groups

It is estimated that 10% of school-aged children in the United States require special education services and that approximately 80% of these children have siblings (Hobbs & Perrin, 1985). While not all siblings of children with disabilities have difficulties, and several studies have found positive outcomes (e.g., greater compassion) for siblings, the preponderance of research suggests that these children may be affected adversely. Siblings of children with disabilities have been reported to experience anxiety (Binger, 1973; Carver & Carver, 1972); withdrawal or depression (Binger, 1973; Lloyd-Bostock, 1976); psychosomatic manifestations such as enuresis and encopresis (Binger, 1973; Carver & Carver, 1972); and school failure (Carver & Carver, 1972; LloydBostock 1976). McHale, Gamble, and Pawletko (1989) found that children who had siblings with disabilities scored more poorly than children with nondisabled siblings on almost every measure of internalized adjustment problems. Findings such as these, coupled with an increasing emphasis on involving the whole family in the education of a child with disabilities, have led many professionals to begin sibling support groups. Parenting groups are often used as an efficient and effective means of providing support and information for the parents of children with disabilities, and sibling support groups are a logical ex-