A traditionally recommended teacher conference and two student-parent conference procedures were operationalized and employed in multiple baseline designs (some with reversals) to assess the effects of conferencing procedures on lesson completion by seven learning disabled (LD) and three nonLD adolescents in a learning center. Three procedures were used to increase the number of lessons completed per day: teacher-student conferences, parent-student-teacher conferences combined with weekly feedback, and parent-student-teacher conferences combined with feedback and backup reinforcers. Following the teacher conferences, students showed initial increases; however, these were not maintained. Following parent conferences, student responses showed great variability. Most students showed increases; however, some students decreased their lesson completions after their parents were included in the conference. Overall, both procedures encouraged initial increase in lesson completion, but magnitude of change was minimal; neither produced generalization or maintenance effects. Appended are statistical data, record forms, and checklists. (Author/SB)