The effects of mediation essays on assignment completion and inappropriate talking of five mildly retarded high school students were examined. The teacher kept records of percent of assignments completed and occurrence of three talking out behaviors (talking to one's neighbor, making noise in class, and talking to one's self). Students were first treated verbally and asked R. Blackwood's four question format: What did you do that was wrong? What unpleasant things happen when you do it? What should you have done? What nice things happen when you do what you should? Then Ss were presented with a standard essay to copy (samples are appended). Results indicating increased consistency of student performance supported the usefulness of the essay mediation technique in reducing talking out behavior. In addition, the teacher found the procedures easy, positive in nature, and time efficient and felt that the approach produced a quieter classroom. (CL)