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.
Recent news about Shannon
Research Shannon is involved in
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.
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.
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]
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
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]
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]
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]
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.
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]
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]
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.
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.
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.
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]
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]
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]
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]
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.
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]
McClelland, M.M., Wanless, S.B., Lewis, K. (2015). Self-regulation. In Friedman, H. (Ed).
Encyclopedia of Mental Health. (2nd ed.). [full text here]
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.
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.
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]
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.
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]
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.
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]
Wanless, S.B. & Crawford, P. (2016). Reading your way to a culturally responsive classroom.
Young Children, 71(2), 8-15. [full text here]
Wanless, S.B. (2016). The role of psychological safety in human development. Research in Human
Development, 13(1), 6-14. [full text here]