Research has shown that students with learning disabilities who have experienced consistent failures display low academic self-efficacy. Research has also demonstrated that self-efficacy is a key component in academic performance and motivation. Academic interventions are often used to target skill deficits for students with learning disabilities. Interventions teaching students to assess their skills and strategy use with opportunities for mastery are not as thoroughly researched with students with learning disabilities, yet research has demonstrated their effectiveness in changing both academic performance and self-efficacy in varied populations. This study utilized a multiple probe design across behaviors to examine changes in math achievement when an intervention that presented both self-regulation learning skills and Khan Academy was presented to adolescents with learning disabilities. Results revealed that the intervention was functionally related to changes in math achievement for all three replications. Self-efficacy was monitored during the study, and changes were observed for two of the three replications. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]