The study investigated whether a self control strategy training procedure was effective in improving compositions of two 12-year-old learning disabled students. Effects of training on three objective aspects of compositions (number of different action words, action helpers, and describing words) were investigated using a multiple baseline across behaviors nested within a multiple baseline across subjects design. Results indicated that Ss' use of these selected parts of speech increased substantially above baseline, as did mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those written during baseline. Generalization and maintenance probes taken up to 14 weeks after training yielded positive results. (Author/CL)