Dr. Wanless is an applied developmental psychologist who serves as a faculty fellow for Pitt’s Center for Urban Education and Motivation Center. Shannon’s research draws on her experiences as a former Head Start teacher and Fulbright scholar. Her research agenda addresses real-world challenges in diverse, applied settings, around the world.



Research Shannon is involved in


Shannon's Publications

Child care learning 2017

Briggs, J., Wanless, S. & Shafer, A. (2017). Child care learning. In K. Peppler (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.

Relationships: At the heart of early language and literacy 2006

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.

Executive function, self regulation, and social-emotional competence 2007

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 (pp. 83-108). Charlotte, NC: Information Age Publishing. [full text here]

Paternal depression 2008

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.

Behavioral regulation and early academic achievement in Taiwanese 2011

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. [full text here]

demographic risk factors 2011

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. [full text here]

Measuring behavioral regulation in four societies 2011

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. [full text here]

An ecological perspective to understanding the early development of self-regulatory skills, social skills, and achievement 2012

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.

the contribution of emotional support 2012

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. [full text here]

Growing up with assets and risks 2012

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. [full text here]

Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland 2013

Von Suchodoletz, A., Gestsdóttir, S., Wanless, S.B., McClelland, M.M., Birgisdóttir, F., Gunzenhauser,

C., Ragnarsdottir, H. (2013). Behavioral self-regulation and relations to emergent academic skills

among children in Germany and Iceland. Early Childhood Research Quarterly, 28(1), 62-73.

[full text here]

Setting-level influences 2013

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.

Gender differences 2013

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.

[full text here]

Delay of gratification 2014

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. [full text here]

Handlungskontrolle bei Vor- und Grundschulkindern 2014

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]. Psychologie in

Erziehung und Unterricht, 61, 165-174. [full text here]

Longitudinal findings from France, Germany, and Iceland 2014

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. [full text here]

Norway 2015

Størksen, I., Ellingsen, I.T., Wanless, S.B., & McClelland, M.M. (2015). The influence of parental

socioeconomic background and gender on self-regulation among 5-year-old children in Norway.

Early Education and Development, 26(5-6). 663-684. [full text here]

Engagement in training 2015

Wanless, S. B., Rimm-Kaufman, S. E., Abry, T., Larsen, R. A., & Patton, C. L. (2015). Engagement in

training as a mechanism to understanding fidelity of implementation of the Responsive Classroom

approach. Prevention Science, 16(8), 1107-1116.

Taiwanese preschool and elementary teacher’s beliefs 2015

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. [full text here]

Self-reg Encyclopedia 2015

McClelland, M.M., Wanless, S.B., Lewis, K. (2015). Self-regulation. In Friedman, H. (Ed).

Encyclopedia of Mental Health. (2nd ed.). [full text here]

Self reg Handbook Megan 2015

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.

Direct and indirect effects of principal leadership 2015

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.

ntroduction to the special issue: Self-regulation across different cultural contexts 2015

McClelland, M.M. & Wanless, S.B. (2015). Introduction to the special issue: Self-regulation across

different cultural contexts. Early Education & Development, 26(5-6), 609-614. [full text here]

Assessing organizational readiness. 2015

Wanless, S.B., Groark, C., Hatfield, B. (2015). Assessing organizational readiness. In J. Durlak, R.

Weissburg, & T. Gullotta (Eds.), Handbook of social emotional learning (pp. 360-376). New York,

NY: Guilford Publications.

Introduction to the special issue: Readiness to implement 2015

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. [full text here]

2016 The assessment and non pharmacologic treatment of procedural pain from infancy to school age through a developmental lens

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.

Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years 2016

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[full text here]

Reading your way to a culturally responsive classroom 2016

Wanless, S.B. & Crawford, P. (2016). Reading your way to a culturally responsive classroom.

Young Children, 71(2), 8-15. [full text here]

The role of psychological safety in human development 2016

Wanless, S.B. (2016). The role of psychological safety in human development. Research in Human

Development, 13(1), 6-14. [full text here]