The replication study examined the effectiveness of a self-recording procedure to increase the levels of academic performance and production in 18 primary-aged mildly mentally handicapped children enrolled in either a self-contained or a resource class. Subjects were instructed in a self-recording procedure to track the number of worksheets accurately and neatly completed daily by each subject. Reinforcers included edibles, activities, and tangibles. Analysis of findings supported the value of self-recording and self-monitoring to the development of self-control behaviors. Better performance was documented by the self-contained group during the treatment phases. Both groups continued to perform near the maximum levels during the thinning and maintenance period. Results also indicated that systems which place increased responsibility on students for behavior control within the context of an overall management system may significantly improve academic performance. A bibliography, graphs, statistical data, and sample self-recording cards complete the report. (DB)