Publications

All SEED Lab Publications


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.

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

(2), 134-141.

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.

[full text here]

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.

[full text here]

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]

Wanless, S.B. (2016). Bringing psychological safety to the field of human development: An introduction. Research in Human Development, 13(1), 1-5. [full text here]
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. [full text here]

Briggs, J.O.*, Wanless, S.B., Shafer, A. (2016). Child care learning. In Peppler, K. (Ed.), The

SAGE Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: SAGE. Invited entry

in press. [full text here]

About Us

The SEED Lab includes graduate and undergraduate students in the School of Education, at the University of Pittsburgh, who view social-emotional learning as central to advancing learning for young children and their teachers. We conduct research in these areas and are committed to applying our findings in Pittsburgh and around the world.

Address

The SEED Lab
c/o Dr. Shannon Wanless
Department of Psychology in Education
School of Education
5922 Wesley W. Posvar Hall
230 S. Bouquet Street
Pittsburgh, Pennsylvania, 15260
U.S.A.

Email

seedlab@pitt.edu

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