Learning disability specialists conducted 1- to 4-hour class sessions for an entire year at three urban areas (with 10 students in each) in the U.S. (Baltimore, Md., Phoenix, Ariz., and Indianapolis, Ind.). The program, using an academic treatment model rather than one dealing with neuropsychological processes, focused on remediation of basic academic skills and on continued learning and gaining information in spite of low skill entry levels. As characteristics commonly found among both learning disabled and juvenile delinquent populations are dependence, poor self-concept, distractibility, discipline problems in class, and withdrawal, certain affective considerations were taken. Contingency contracting was used to develop a good relationship between the pupil and the teacher and to create motivation (juveniles contracted to cooperate and participate in the program, with the agreement that they could leave at any time). Teachers took great care to create an area for the class that would be noise- and interference-free (although this was extremely difficult given attitudes toward the learning disabled at most schools). Positive and negative reinforcers were used, such as praise and recognition, along with merit certificates. Affective objectives were, altogether, designed to maintain a positive learning experience. Teacher-student attitudes were deemed particularly important, with lessons being developed in a completely individualized fashion. The teacher became the youth's supporter, avoiding judgmental discussion about incarceration, crime, or time spent away from school and home. The juvenile knew that the instructor had a personal commitment to the remedial sessions. A task analysis approach was used for the detailed and sophisticated lesson plans and a multisensory approach to instruction was emphasized. All the activities aimed to improve low self-concepts and correspondingly low frustration and attention levels of the juveniles. Four footnotes are provided.