Children with symptoms of oppositional-defiant and conduct disorders (ODD/CD) pose significant challenges within educational settings. The worldwide prevalence among 6-18 year olds is 3.3% for ODD and 3.2% for CD (Canino, Polanczyk, Bauermeister, Rohde, & Frick, 2010). Students with conduct problems often display aggressive and antisocial behaviors that significantly disrupt classroom activities, negatively affect peers (e.g., bullying), and may necessitate additional security or repairs to destroyed school property. Intervening with such children can be challenging when they vary widely in terms of causal and risk factors, developmental outcomes, and response to intervention. This is because there are multiple developmental pathways to conduct problems, each with unique processes (Moffitt et al., 2008). Understanding the different subtypes of conduct problems is critical to designing effective school-based interventions. A second pattern of childhood-onset conduct problems is attributed to low levels of emotional reactivity, described as callous-unemotional (CU) traits or interpersonal callousness. CU traits characterize children who lack empathy and guilt, and display uncaring attitudes and behaviors in relation to others' feelings and their own school performance. An estimated 12% to 46% of youth meeting diagnostic criteria for CD show significant CU traits. It is important for school psychologists to be knowledgeable of conduct problem subtypes in order to effectively target prevention and intervention efforts, and guard against the use of strategies that may unintentionally exacerbate problem behaviors.