A self regulation package was used to teach self control skills to eight learning disabled (LD) and two nonLD adolescents in an experimental high school setting. Students had histories of noncompliance and were described as nonfunctional in their previous schools. Treatment consisted of behavior contracting, self recording, self monitoring, and self reinforcement. Procedures were taught and reinforced in a series of student-teacher conferences. Programed self instructional materials in reading, writing, and math were used as dependent variables to assess the number of lessons completed per student/per day. Results indicated that both LD and nonLD students increased their academic productivity. Statistical data, record and work sheets, and checklists are included. (Author/SB)