The original purpose of this study was to determine if Tegretol has an effect on the impulsive behavior exhibited by people with mental retardation. This was to be accomplished through a replication of the self-control choice procedures used by Ragotzy, Blakely, and Poling (1988). The procedure involved three stages. First, subjects chose between stimuli that provided either one or three edibles. Then the stimuli associated with the smaller and larger edibles were reversed. Following this, the procedure required the implementation of successively longer delays to the larger reinforcer. However, none of the subjects who participated was able to make the discriminations necessary to proceed, i.e., the subjects did not systematically select the stimulus associated with the larger magnitude edible choice. The identification and rectification of these errors in discrimination became the focus of this study. Various procedures were used to enhance discrimination, including fading, adjusting the magnitude of the edibles, and stimulus changes. None of these changes was successful in teaching the subjects the necessary discriminations.

The ADHD symptoms of hyperactivity and impulsivity have detrimental effects on children's social functioning and increase their risk of being victimized by peers and engaging in bullying behaviors (Unnever & Cornell, 2003;Wiener & Mak, 2009). In particular, the specific social skills of peer competence and self-control were examined to determine if there was a mediating or indirect effect on peer victimization or engagement in bullying behaviors. Participants in this study included 707 children from the NICHD Study of Early Child Care and variables were measured in the 3 rd , 5 th , and 6 th grades. Results indicated no direct effects between hyperactive/impulsive symptoms and peer victimization or engagement in bullying. However, a significant indirect effect between hyperactive/impulsive symptoms in the 3 rd grade and peer victimization in the 6 th grade via peer competence in the 5 th grade was found. Evidence of an indirect effect between hyperactive/impulsive symptoms and peer victimization via self-control skills was also found. A significant relationship between hyperactive/impulsive symptoms and engagement in bullying through peer competence was not found. Finally, results suggested a significant indirect effect between hyperactive/impulsive symptoms and engagement in bullying behavior through self-control skills.