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These problems are highly prevalent in school settings, yet educators reportedly struggle to manage them. When conduct problems co-occur with callous-unemotional (CU) traits, risk for severe, persistent disruptive behavior and academic underachievement increases, necessitating targeted management strategies. The current study evaluated a brief internet-delivered positive classroom management training (iPCMT), informed by the principles and strategies of home- and school-implemented parent management training programs, including those targeting CU traits. Of the 275 elementary school educators that were randomly assigned to either the Immediate-iPCMT condition (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u2009137) or the Waitlist Control condition (\n                    <jats:italic>n<\/jats:italic>\n                    \u2009=\u2009138), 228 educators (Mean age\u2009=\u200940.22, 86.1% female-identifying) were included in the final intent-to-treat analyses. At post-intervention, the final educator sample showed significant improvement in their knowledge of conduct problems, but this gain was not maintained for the 28.1% of educators who participated in the 5-week follow-up. Educators who nominated a disruptive student also reported significant decreases in student-educator conflict, but no significant improvements in student-educator closeness, student conduct problems, or student CU traits. Acceptability and feasibility ratings among participants who completed iPCMT were high, but there was a high overall attrition rate. Although iPCMT requires further refinement to increase participant retention and effectiveness, it may serve as a starting point for further research on developing educators\u2019 knowledge of heterogeneous conduct problems. More research is also needed to test the effects of iPCMT in the longer-term, with multi-method outcome measures.\n                  <\/jats:p>","DOI":"10.1007\/s10802-026-01453-y","type":"journal-article","created":{"date-parts":[[2026,5,12]],"date-time":"2026-05-12T04:48:19Z","timestamp":1778561299000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Testing the Acceptability, Feasibility, and Preliminary Efficacy of an Internet-delivered Positive Classroom Management Training (iPCMT) for Elementary School Educators"],"prefix":"10.1007","volume":"54","author":[{"ORCID":"https:\/\/orcid.org\/0009-0006-4777-5833","authenticated-orcid":false,"given":"Antonia L.","family":"Boulton","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9606-066X","authenticated-orcid":false,"given":"Georgette E.","family":"Fleming","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-2665-8850","authenticated-orcid":false,"given":"Ashneeta H.","family":"Prasad","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0727-9369","authenticated-orcid":false,"given":"Kelly A.","family":"Kershaw","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4325-6108","authenticated-orcid":false,"given":"Eva R.","family":"Kimonis","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2026,5,12]]},"reference":[{"key":"1453_CR1","doi-asserted-by":"publisher","unstructured":"Ainley, J., & Carstens, R. 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