Shannon Beth Wanless - Publications
Faculty - Director of Office of Child Development

Book Chapters

Wanless, S.B., Cornell, D., Davis, D. (2019). Emotional and physical safety., In D. Osher, M. Mayer, T. Osher, R. Jagers, & K. Kendziora (Eds.), Keeping students safe and helping them thrive: A collaborative handbook for education, mental health, child welfare, safety, and justice professionals, families, and communities: Vol. 1. (Chapter 8). Santa Barbara, CA: Praeger.

When students feel safe at school, they are free to engage in academic and social interactions that optimize learning and development (Wanless, 2016). Safety should be a top priority for schools so that students can grapple with academic challenges, express themselves freely and creatively, and apply what they have learned, without having to keep a wary eye out for possible threats. Safety is also a top priority for teachers so they can be free to engage with their students authentically and experience their own professional growth and development. Often, safety is framed as protection from physical injury, but emotional safety is equally necessary and should not be over- looked. Emotional safety includes protection from threats to one’s social sta- tus, identity, and sense of well-being (Osher & Dwyer, 2006). Each type of safety takes different strategies to maintain, and those efforts may comple- ment one another as integral components of a larger approach for a safe school climate. In this chapter, we describe the importance of physical and emotional safety for students and teachers, threats to safety in schools, and steps schools might take to enhance their overall safety climate.

Wanless, S.B., Groark, C., Hatfield, B. (2014). Assessing organizational readiness. In J. Durlak, R. Weissburg, & T. Gullotta (Eds.), Handbook of Social Emotional Learning. New York, NY: Guilford Publications. Invited chapter in press.

1. Attending to an organization's readiness to implement presents an opportunity to raise implementation quality, proactively, and thus SEL intervention effectiveness.
2. Organizational readiness is a multilevel construct that reflects aspects of the organization and of the individuals within the organization.
3. By understanding where an organization exists on the readiness continuum it may be possible to make informed decisions about whether an organization needs more capacity- building, is ready for training but with additional targeted supports, or is ready for intervention training with standard supports and will likely implement successfully.
4. Organizational readiness assessments will ideally reflect the multilevel nature of this construct, and will use multiple raters.
5. Although further research is needed, we can begin to make use of organizational readiness by assessing it with multiple raters, carefully weighing readiness strengths and weaknesses to determine next steps, and sharing readiness findings with the organization as the first step in strengthening implementation efforts.

Larsen, R., Wanless, S.B., Rimm-Kaufman, S.E., Curby, T. (2015). Direct and indirect effects of principal leadership on teacher quality and mathematics achievement in the context of the Responsive Classroom approach. In M. DiPaola & W.K. Hoy (Vol Eds.), M. DiPaola & P.B. Forsyth (Series Eds.) Research and Theory in Educational Administration: Leadership and school quality. Charlotte: Information Age Publishing. Chapter in press.
McClelland, M.M., Geldhof, J., Cameron, C.E., Wanless, S.B. (2015). Development and self-regulation. In W. Overton & P. C. M. Molenaar (Vol Eds.), R. M. Lerner (Series Ed.) Handbook of child psychology and developmental science: Vol. 1. Theoretical models of human development (7th ed.). Hoboken, NJ: Wiley. Chapter in press.

The concept of self-regulation has received heightened attention as a key mechanism that predicts a variety of developmental outcomes throughout the life span (Blair & Razza, 2007; Duckworth, Tsukayama, & May, 2010; McClelland, Acock, Piccinin, Rhea, & Stallings, 2013; McClelland et al., 2007; Moffitt et al., 2011). Although researchers have focused on self-regulation from a diverse set of perspectives, it is clear that self-regulation has important implications for individual health and well-being starting early in life. In the fields of child psychology and developmental science, an emphasis on Relational Developmental Systems (RDS; Overton, 2013; Overton & Lerner, 2012) illuminates how self-regulation contributes to individual development. This chapter reflects this theoretical orientation and focuses on major issues in the study of self-regulation in childhood and adolescence. It starts by situating the study of self-regulation within the RDS context and discussing key conceptual issues that guide the understanding of the development of self-regulation. The chapter then defines self-regulation and reviews research on important correlates of self-regulation including academic achievement, motor processes, intelligence, and risk factors. Next, it discusses cross-cultural variation in these skills and person-context relations. Finally, the chapter concludes by discussing self-regulation from the perspective of RDS and next steps for studying self-regulation in context, improving intervention efforts, and advancing analytical and measurement methods.

Rimm-Kaufman, S.E., Wanless, S.B. (2012). An ecological perspective to understanding the early development of self-regulatory skills, social skills, and achievement., In R. C. Pianta, L. M. Justice, W. S. Barnett & S. M. Sheridan (Eds.), The Handbook of early education (pp. 299-323). New York, NY: Guilford Publications.
McClelland, M. M., Cameron, C. E., Wanless, S. B., & Murray, A. (2007). Executive function, self-regulation, and social-emotional competence: Links to school readiness. In O. N. Saracho & B. Spodek (Eds.), Contemporary Perspectives on Research in Social Learning in Early Childhood Education. Charlotte, NC: Information Age Publishing.
Rosenkoetter, S. E., & Wanless, S. B. (2006). Relationships: At the heart of early language and literacy. In S. E. Rosenkoetter & J. Knapp-Philo (Eds.), Learning to read the world. Washington, D.C.: Zero to Three Press.


Miller, J., Wanless, S.B., & Weissberg, R. (2018). Essential connections between parenting and social and emotional learning: Parenting for competence and parenting with competence. The School-Community Journal, 28(2), 9-28.
The majority of parents in the United States recognize that social and emotional skills are a high priority for their children's success (Princeton Survey Research Associates International, 2015), but most cannot readily articulate how they are utilizing or promoting these skills in their own families (Zero to Three, 2016). Even professionals in the field of social and emotional learning (SEL) may struggle in making the translation between their professional knowledge and their personal parenting practices. In the present study, we aimed to understand the connection between the scholarly field of SEL and the lived experiences of parents who engage with SEL in a practical setting. Specifically, we studied SEL professionals who were also parents to determine how they see the overlap between school-based SEL and the role of SEL in families. Survey items assessed their priorities for their children's development and their parenting. Responses were analyzed for the degree to which they aligned with a prominent SEL framework created by the Collaborative for Academic and Social and Emotional Learning. This framework has not yet been applied extensively to parenting, but results from this study suggest that even when terminology differs, underlying social and emotional priorities for children and parenting show substantial overlap. The purpose of this investigation--built upon the research base of SEL in schools--is to raise questions, offer a model for further inquiry, and draw connections between our knowledge of school-based social and emotional learning and parenting. More
Chernego, D. I., McCall, R. B., Wanless, S. B., Groark, C. J., Vasilyeva, M. J., Palmov, O. I., ... & Muhamedrahimov, R. J. (2018). The effect of a social-emotional intervention on the development of preterm infants in institutions. Infants & Young Children, 31(1), 37-52.
This study examined the effect of a social-emotional intervention implemented in one St. Petersburg (Russian Federation) institution (called a Baby Home, BH) on the general behavioral development of preterm children (gestational ages of 30–36 weeks) during their first two years of life. The intervention consisted of training caregivers and implementing structural changes to create a more family-like environment. The study included preterm (N = 56) and full-term (N = 93) children from one BH that implemented the intervention and from another BH with no intervention. Children were assessed at 3, 6, 9, 12, 18 and 24 months of age with the Battelle Development Inventory ( LINC Associates, 1988). The results showed that the intervention positively influenced the general behavioral development of BH preterm children throughout their first two years of life compared to preterms from the no-intervention BH. Also, results indicated that the intervention effect was developmentally similar for preterm and for full-term children, but preterm children consistently scored lower than full-terms during their first two years living in the BH. In general, our research emphasizes the crucial role of warm, sensitive, and responsive interactions with a constant and emotionally available caregiver for healthy child development for both term and preterm children. More
Puranik, C., Boss, E.*, & Wanless, S.B. (2018). Relations between self-regulation and early writing: Domain specific or task dependent?. Early Childhood Research Quarterly, 46, 228-239.
Research has established that self-regulation plays an important role in early academic skills such as math and reading, but has focused less on relations with other early skill domains such as writing. The purpose of the present study was to extend that line of research by assessing the relation between self-regulation and early writing. Participants for Study 1 included 161 preschool and 139 kindergartenchildren. Participants for Study 2 included 274 kindergarten children. Participants in both studies were assessed using a direct measure of self-regulation (Head-Toes-Knees-Shoulders task; Cameron Ponitz et al., 2009) and a variety of writing measures. Results indicated that self-regulation was significantly and positively related to aspects of early writing; however, there are grade differences in the aspects of writing to which it relates. Most importantly, the pattern of results indicated that the relation between self-regulation and early writing is dependent on the specific type of task and the nature of the task used to measure a given skill. This finding has important implications not only for examining the role of self-regulation and writing, but also for other academic skills. More
Bliss, C.M.* & Wanless, S.B. (2018). Development and initial investigation of a self-report measure of teachers' readiness to implement. Journal of Educational Change, 19(2), 269-291.
This paper describes development and piloting of a self-report measure of teachers’ readiness to implement evidence-based programs. Using mixed methods, this project proceeded in two phases. In the first phase, a program-independent self-report measure of readiness to implement was developed and piloted with N = 53 teachers. Results of quantitative analyses offer initial support for the structure and utility of this scale. In the second phase, qualitative interviews were conducted with a subset of the overall sample in order to more thoroughly understand teachers’ experiences of readiness and implementation. Together, results contribute to further scale development and offer preliminary support for the validity of this measure in assessing readiness. More
Briggs, J.O.*, Russell, J., & Wanless, S.B. (2018). Kindergarten teacher buy-in for standards-based reforms: A dynamic interplay between professional identity and perceptions of control. Early Education & Development, 29(1), 125-142.
McClelland, M.M. & Wanless, S.B. (2015). Introduction to the special issue: Self-regulation across different cultural contexts. Early Education & Development, 1-7.

This introduction to our double special issue frames research about self-regulation from around the world.

Wanless, S. B., Rimm-Kaufman, S. E., Abry, T., Larsen, R. A., & Patton, C. L. (2014). Engagement in training as a mechanism to understanding fidelity of implementation of the Responsive Classroom approach. Prevention Science, 1-10.
Størksen, I., Ellingsen, I.T., Wanless, S.B., & McClelland, M.M. (2014). The influence of parental socioeconomic background and gender on self-regulation among 5-year-old children in Norway. Early Education and Development. 1-22. doi: 10.1080/10409289.2014.932238
Brock, L.L., Rimm-Kaufman, S.E., & Wanless, S.B. (2014). Delay of gratification in first grade: The role of instructional context. Learning and Individual Differences, 29, 81-88.
Delay of gratification, an aspect of self-regulation, describes the ability to inhibit impulsive behavior and shift attention from temptation towards goal-directed behavior. The ability to delay gratification is a highly valued skill in the early years of school. Using a Child × Environment model, this study of 176 first graders investigates the combined contribution of children's ability to delay gratification and amount of exposure to three common instructional contexts across the school year in predicting children's academic achievement and learning-related classroom behavior. Two interesting patterns emerged. First, more time spent in non-instruction led to less fall-to-spring improvement in math and poorer ratings of learning-related behavior the lower a child's ability to delay gratification. Second, more time spent in teacher-managed instruction attenuated the association between low delay of gratification and poor school outcomes (i.e., math achievement, learning-related behaviors). Findings are discussed in terms of the varying amount of self-regulatory burden placed on children dependent upon instructional context. More
Gestsdóttir, S., Von Suchodoletz, A., Wanless, S.B., Hubert, B., Guimard, P., Birgisdóttir, F., Gunzenhauser, C., McClelland, M. (2014). Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18(2), 90-102. doi: 10.1080/10888691.2014.894870
Research suggests that behavioral self-regulation skills are critical for early school success,
but few studies have explored such links among young children in Europe. This study
examined the contribution of early self-regulation to academic achievement gains among
children in France, Germany, and Iceland. Gender differences in behavioral self-regulation
skills were also explored. A total of 260 children were followed longitudinally over one
to two years (average age at Wave 1 was 74.5 months). Behavioral self-regulation
was assessed using a structured direct observation (Head-Toes-Knees-Shoulders task)
and assessment. Multilevel analyses revealed that higher levels on both ratings of
self-regulation predicted higher academic skills after controlling for gender, age, maternal
education, and previous achievement, but the relations depended on the cultural context.
Teacher ratings were more consistently related to achievement gains than directly assessed
behavioral self-regulation. Girls outperformed boys only in Iceland. We discuss universal
and culture-specific findings and implications for educational practices. More
Von Suchodoletz, A., Gawrilow, C., Gunzenhauser, G., Merkt, J., Hasselhorn, M., Wanless, S. B., & McClelland, M. M. (2014). Handlungskontrolle bei Vor- und Grundschulkindern: Der Head-Toes-Knees-Shoulders Test zur Erfassung der behavioralen Integration exekutiver Funktionen [Behavior control in preschool and elementary school children: The Head-Toes-Knees-Shoulders task as an assessment of the behavioral integration of executive functions]. Manuscript in press at Psychologie in Erziehung und Unterricht.
Wanless, S.B., McClelland, M.M., Lan, X., Son, S-H., Cameron, C.E., Morrison, F.J., Chen, F-M., Chen, J-L., Li, S., Lee, K., Sung, M. (2013). Gender differences in behavioral regulation in four societies: The U.S., Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28, 621-633. doi: 10.1016/j.ecresq.2013.04.002
The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation (Head–Toes–Knees–Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3–6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed. More
Wanless, S.B., Patton, C.S., Rimm-Kaufman, S.E., Deutsch, N.L. (2013). Setting-level influences on implementation of the Responsive Classroom approach. Prevention Science, 14, 40-51. doi: 10.1007/s11121-012-0294-1
We used mixed methods to examine the association between setting-level factors and observed implementation of a social and emotional learning intervention (Responsive Classroom® approach; RC). In study 1 (N = 33 3rd grade teachers after the first year of RC implementation), we identified relevant setting-level factors and uncovered the mechanisms through which they related to implementation. In study 2 (N = 50 4th grade teachers after the second year of RC implementation), we validated our most salient Study 1 finding across multiple informants. Findings suggested that teachers perceived setting-level factors, particularly principal buy-in to the intervention and individualized coaching, as influential to their degree of implementation. Further, we found that intervention coaches’ perspectives of principal buy-in were more related to implementation than principals’ or teachers’ perspectives. Findings extend the application of setting theory to the field of implementation science and suggest that interventionists may want to consider particular accounts of school setting factors before determining the likelihood of schools achieving high levels of implementation. More
Von Suchodoletz, A., Gestsdóttir, S., Wanless, S.B., McClelland, M.M., Birgisdóttir, F., Gunzenhauser, C., Ragnarsdottir, H. (2012). Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly, 28, 62-73.
The present study investigated a direct assessment of behavioral self-regulation (the Head-Toes-Knees-Shoulders; HTKS) and its contribution to early academic achievement among young children in Germany and Iceland. The authors examined the psychometric properties and construct validity of the HTKS, investigated gender differences in young children's behavioral self-regulation, and explored relations between the HTKS and a teacher report of behavioral self-regulation (the Child Behavior Rating Scale; CBRS) and emerging academic skills. Findings supported the construct validity of the HTKS when used with young German and Icelandic children. Multilevel analyses revealed gender differences, particularly on the CBRS teacher-rated measure. Finally, higher levels of behavioral self-regulation were related to higher academic skills after important background variables were controlled, although some cross-cultural differences in the predictive utility of the HTKS and CBRS were observed. Overall, these results extend prior psychometric work on the HTKS to samples of young European children and support the importance of understanding of the role behavioral self-regulation in young children's development. More
McClelland, M.M. and Wanless, S.B. (2012). Growing up with assets and risks: The importance of self-regulation for academic achievement. Research in Human Development, 9(4), 1-20.
This study examined children's self-regulation, demographic risks (English Language Learner (ELL) status, being from a low-income family), and academic achievement longitudinally across four time points (fall and spring of the prekindergarten and kindergarten years). Findings suggested that assets such as high self-regulation in the fall of prekindergarten were significantly related to children's academic achievement in prekindergarten and during the transition to kindergarten. The effect of self-regulation on achievement did not vary as a function of risk. Higher self-regulation significantly predicted higher academic skills regardless of risks. Discussion highlights the importance of assets, such as strong self-regulation, for early academic achievement. More
Merritt, E. G., Wanless, S. B., Cameron, C., & Rimm-Kaufman, S. E. (2012). The contribution of emotional support to children’s social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141-159.
The present observational study used hierarchical linear modeling to examine predictors of children's social and self-regulatory outcomes in first-grade classrooms. Specifically, goals were the following: (1) to explore relations between emotionally supportive teacher-child interactions and children's social behaviors (aggression with peers, exclusion by peers, prosocial behaviors) and self-regulatory skills (behavioral self-control); and (2) to examine whether emotionally supportive teacher-student interactions contributed differentially to social and self-regulatory outcomes for first-graders at risk for school difficulty based on sociodemographic characteristics compared to counterparts with fewer sociodemographic risk characteristics. Participants were 178 students and 36 teachers in seven rural schools. Results indicated higher teacher emotional support related to lower child aggression and higher behavioral self-control. Emotional support was equally important for all children regardless of the number of sociodemographic risk factors. Results provide evidence for the contribution of teacher behaviors to students' social behaviors and self-regulatory skills, and suggest the importance of classroom interactions in children's acquisition of social and emotional competence. Discussion focuses on plausible mechanisms and implications for interventions. More
Wanless, S. B., McClelland, M. M., Acock, A. C., Chen, F-M., Chen, J-L. (2011). Behavioral regulation and early academic achievement in Taiwanese preschoolers. Early Education and Development, 22 (1), 1-28.
Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study examined the validity of a direct measure of behavioral regulation, the Head-to-Toes Task (HTT), in Taiwanese 3.5- to 4.5-year-olds. The goals were to (a) investigate the nature and variability of HTT scores and (b) explore relations between HTT scores and early math and vocabulary skills and teacher-rated classroom behavioral regulation in the spring of the preschool year. Results indicated that the HTT captured substantial variability and was significantly related to early math and vocabulary skills after controlling for age, mother's education level, and teacher-rated classroom behavioral regulation but was not significantly related to teacher ratings of classroom behavioral regulation. Practice or Policy: These findings suggest that the HTT may be a useful measure of behavioral regulation for Taiwanese preschoolers and provide evidence for the importance of behavioral regulation for academic achievement in Taiwan. Practical implications focus on supporting the development of behavioral regulation in early childhood settings, which can promote early school success. More
Wanless, S.B., McClelland, M.M., Acock, A.C, Ponitz, C.C., Son, S-H., Lan, X., Morrison, F.J. Chen, J-L., Chen, F-M, Lee, K, Sung, M., Su, L. (2011). Measuring behavioral regulation in four societies. Psychological Assessment, 23 (2), 364-378.
The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the U.S., Taiwan, South Korea, and China. Specifically, we investigated (1) the nature and variability of HTKS scores including relations to teacher-rated classroom behavioral regulation, and (2) relations between the HTKS and early mathematics, vocabulary, and literacy skills. Higher HTKS scores were significantly related to higher teacher ratings of classroom behavioral regulation in the U.S. and South Korea but not in Taiwan and China. Also, higher HTKS scores were significantly related to higher early mathematics, vocabulary, and literacy skills beyond the influence of demographic variables and teacher-rated classroom behavioral regulation. These initial findings suggest that HTKS scores may be interpreted as reflecting early behavioral regulation in these four societies, and that behavioral regulation is important for early academic success in the U.S. and in Asian countries. More
Wanless, S. B., McClelland, M. M., & Tominey, S.L., Acock, A.C. (2011). The influence of demographic risk factors on children’s behavioral regulation in prekindergarten and kindergarten. Early Education and Development, 22 (3), 461-488.
The present study examined the role of demographic risk factors in the development of children's behavioral regulation. We investigated whether being from a low-income family and being an English language learner (ELL) predicted behavioral regulation between prekindergarten and kindergarten. Results indicated that children from low-income families began prekindergarten with significantly lower behavioral regulation than their more economically advantaged peers. Furthermore, English-speaking children from low-income families exhibited a faster rate of behavioral regulation growth than low-income ELLs. English-speaking children from low-income families narrowed the gap with their more economically advantaged English-speaking peers by the end of kindergarten, but ELLs from low-income families did not. Practice or Policy: Discussion focuses on the importance of understanding the effects of being an ELL and being from a low-income family for the demands of formal schooling. More
Wanless, S.B., Rosenkoetter, S.E., & McClelland, M.M. (2008). Paternal depression and infant cognitive development: Implications for research and intervention. Infants and Young Children, 21 (2), 134-141.
Although the negative impact of maternal depression on infants' affective and cognitive development is well-documented, the contribution of paternal depression is often overlooked in the research literature and in early intervention practices. This review examines research on the link between paternal depression and infant cognitive outcomes. Although some disagreement exists, studies indicate that paternal depression limits father involvement, which, in turn, influences cognitive development. These findings have implications for research and early intervention programming that address fathers and young children. Further research on paternal depression is needed to understand how paternal depression specifically influences infant cognitive development and to clarify its implications for early intervention. The authors discuss ways that programs, including Early Head Start, have begun to address this issue, by intervening with fathers and children, building partnerships with mental health service agencies, and increasing staff members' abilities to identify and support parents who are experiencing depression. Finally, discussion focuses on directions for future research and ways to support fathers who struggle with depression. More


Wanless, S.B. & Winters, D.P. (2018). A welcome space for taking risks: Psychological safety creates a positive climate for learning. The Learning Professional, 39(4), 41-44.
Have you noticed that the same professional learning can be transformative in one school yet have seemingly no impact in another? There are a lot of reasons for that difference, and many of them have to do with the climate for teacher learning in the school. More

Encyclopedic Entries

Briggs, J.O.*, Wanless, S.B., Shafer, A.E.* (2016). Child care learning. In Peppler, K. (Ed.), The SAGE Encyclopedia of Out-of-School Learning. (Vol. 2, pp. 81-82). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781483385198.n38.
McClelland, M.M., Wanless, S.B., Lewis, K. (2014). Self-regulation. In Friedman, H. (Ed). Enclyclopedia of Mental Health. (2nd ed.). Entry in press.


Wanless, S.B. & Crawford, P. (2016). Reading your way to a culturally responsive classroom. Young Children, 71(2), 8-15.
Practitioner article about use of picture books to begin conversations about race with young children. More
Wanless, S.B. (2016). The role of psychological safety in human development. Research in Human Development, 13(1), 6-14.
Conceptual paper laying the framework for RHD's special issue on Psychological Safety. More
Thrane, S.E.*, Wanless, S.B., Cohen, S.M., & Danford, C.A. (2016). The assessment and non-pharmacologic treatment of procedural pain from infancy to school age through a developmental lens: A synthesis of evidence with recommendations. Journal of Pediatric Nursing, 31(1), e23-e32.
Developmental review of early childhood pain assessment and treatment techniques. More
Wanless, S.B., Kim, K., Zhang, C.*, Degol, J.*, Chen, J.L., & Chen, F.M. (2016). Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes. Early Childhood Research Quarterly, 34(1), 104-114.
Mapping profiles of self-regulation development in Taiwanese children and relations to academic outcomes. More
Wanless, S.B., Scharphorn, L.*, Chiu, Y.J.I., Chen, F.M., & Chen, J.L. (2015). Taiwanese preschool and elementary teacher's beliefs about discipline, students, and teaching practices. International Journal of School and Cognitive Psychology, 2(3), 1-12.
Using QSort methodology to examine Taiwanese teacher beliefs. More


University of Pittsburgh School of Education Race and Early Childhood Collaborative. (2016). Positive Racial Identity Development in Early Education: Understanding PRIDE in Pittsburgh. University of Pittsburgh: Pittsburgh, PA.
Scan of Pittsburgh's needs and resources for supporting Positive Racial Identity Development in young children. More
Wanless, S.B. (2016). Bringing psychological safety to the field of human development: An introduction. Research in Human Development, 13(1), 1-5.
Introduction to a Special Issue I edited on Psychological Safety. More
Wanless, S.B. & Domitrovich, C.E. (2015). Introduction to the special issue: Readiness to implement school-based social-emotional learning interventions: Using research on factors related to implementation to maximize quality. Prevention Science, 16(8), 1037-1043.
Introduction to a Special Issue I co-edited on Readiness to Implement.
Shannon Beth Wanless


University of Pittsburgh
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