A variety of articles and materials to support students with and without labels are provided.

• CEC Today, Vol. 10 No. 3, September-October 2003   "Brain Research Sheds New Light on Student Learning, Teaching Strategies, and Disabilities"

• CEC Today, Vol 10 No. 5, Jan-Feb-March 2004  "Discipline Strategies You Can Use" (PDF)  The pertinent article is highlighted in yellow.  Note:  there are a couple of ideas (different font color) in the article that would not be in alignment with MYD philosophy.

• Center on Human Policy's Disability Studies for Teachers website contains lesson plans and materials designed to help teachers integrate disability studies into social studies, history, literature, and related subjects in grades 6-12. 

• The Center for Evidence-Based Practice: Young Children with Challenging Behavior is funded by the U.S. Department of Education, Office of Special Education Programs to raise the awareness and implementation of positive, evidence-based practices and to build an enhanced and more accessible database to support those practices.

• Center on the Social and Emotional Foundations for Early Learning:  What Works Briefs are summaries of Effective Practices for Supporting Children's Social-Emotional Development and Preventing Challenging Behaviors.  The Briefs describe practical strategies, provide references to more information about the practice, and include a one-page handout that highlights the major points of the Brief.  The training modules are available in English and Spanish.

• Modification of MYD for student using augmentative communication

• Planning Team Minutes (PDF) and Sample (PDF):  This format has proven successful for any student who needs a team approach for support.

• Individualized Point Chart for Students Needing Visual/Concrete Support  PDF

• Positive Behavior Support : Critical Articles on Improving Practice for Individuals with Severe Disabilities  Edited by Linda M. Bambara • Glen Dunlap • Ilene S. Schwartz

• Teaching Children with ADHD - Instructional Strategies and Practices (2003)
  (Guidebook)
  
  Produced by the U.S. Office of Special Education Programs, this new guide,
  designed for teachers, other school staff, and families, focuses three main
  components for successfully educating children with ADHD: academic
  instructions, behavioral interventions, and classroom accommodations.
  http://www.ed.gov/about/reports/annual/osep/index.html#adhd-res 

• Teaching Exceptional Children, Vol 36 No. 5, May/June 2004:  "Transfiguring It Out:  Converting Disengaged Learners to Active Participants"

• Teaching Exceptional Children, Vol 37 No. 1, Sept/Oct 2004.  This issue has several articles that demonstrate the use positive behavior support strategies to increase academic and behavioral success for students.