Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

From Chaos to Control: Understanding and Responding to the Behaviors of Students with Exceptionalities


reviewed by Sally Barton-Arwood — June 05, 2006

coverTitle: From Chaos to Control: Understanding and Responding to the Behaviors of Students with Exceptionalities
Author(s): Fred L. Johnson and Alan L. Edmunds
Publisher: Althouse Press, Ontario
ISBN: 09203540629, Pages: 227, Year: 2006
Search for book at Amazon.com

The job of an educator is not easy. One key challenge is to maintain classroom discipline in order to meet academic standards, and as such, educators are frequently looking for strategies to address challenging behavior. The authors of From Chaos to Control: Understanding and Responding to the Behaviors of Students with Exceptionalities present their book as a source for making sense of disruptive behaviors exhibited by students with exceptionalities while providing effective and practical strategies to address these behaviors. This book is based on the premise that there are reasons why students with exceptionalities display challenging behaviors; therefore, teachers should understand and use those reasons as a basis for responding. Johnson and Edmunds are clear in their idea that one size does not fit all in terms of classroom management. In other words, teachers should have and use a variety of behavioral supports and strategies that they can adapt to... (preview truncated at 150 words.)


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase From Chaos to Control: Understanding and Responding to the Behaviors of Students with Exceptionalities
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: June 05, 2006
http://www.tcrecord.org ID Number: 12529, Date Accessed: 10/22/2017 11:15:07 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Sally Barton-Arwood
    Vanderbilt University
    E-mail Author
    SALLY BARTON-ARWOOD, Ph.D. has worked in field of education for 25 years and received her doctorate in special education from Vanderbilt University.She is currently an Assistant Clinical Professor in the Department of Special Education of Peabody College at Vanderbilt University. Her areas of interest include positive behavior support, classroom management, functional behavior assessment and behavior intervention planning. Recetn publications include: Barton-Arwood, S., Morrow, L., Lane, K. L., & Jolivette, K. (2005). Outcomes for Project IMPROVE: Improving teachers' ability to address student social needs. Education and Treatment of Children, 28, 430-443. Barton-Arwood, S., Wehby, J. H., & Falk, K. (2005). Reading instruction for elementary-age students with emotional and behavioral disorders: Academic and behavioral outcomes. Exceptional Children, 72, 7-27.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS