Shannon B. Wanless

Measuring Behavioral Regulation in Four Societies

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 United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to teacher-rated classroom behavioral regulation; and (b) 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 United States 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 4 societies and that behavioral regulation is important for early academic success in the United States and in Asian countries.

The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten

Research Findings: The present study examined the role of demographic risk factors in the development of childrens 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.

Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland

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.

Behavioral Regulation and Early Academic Achievement in Taiwan

Research Findings: 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 childrens 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, mothers 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.

Growing Up With Assets and Risks: The Importance of Self-Regulation for Academic Achievement

This study examined childrens 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 childrens 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.

Setting-level influences on implementation of the responsive classroom approach.

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.

The Assessment and Non-Pharmacologic Treatment of Procedural Pain From Infancy to School Age Through a Developmental Lens: A Synthesis of Evidence With Recommendations.

UNLABELLED The 2011 IOM report stated that pain management in children is often lacking especially during routine medical procedures. The purpose of this review is to bring a developmental lens to the challenges in assessment and non-pharmacologic treatment of pain in young children. METHOD A synthesis of the findings from an electronic search of PubMed and the university library using the keywords pain, assessment, treatment, alternative, complementary, integrative, infant, toddler, preschool, young, pediatric, and child was completed. A targeted search identified additional sources for best evidence. RESULTS Assessment of developmental cues is essential. For example, crying, facial expression, and body posture are behaviors in infancy that indicate pain: however in toddlers these same behaviors are not necessarily indicative of pain. Preschoolers need observation scales in combination with self-report while for older children self-report is the gold standard. Pain management in infants includes swaddling and sucking. However for toddlers, preschoolers and older children, increasingly sophisticated distraction techniques such as easily implemented non-pharmacologic pain management strategies include reading stories, watching cartoons, or listening to music. DISCUSSION A developmental approach to assessing and treating pain is critical. Swaddling, picture books, or blowing bubbles are easy and effective when used at the appropriate developmental stage and relieve both physical and emotional pain. Untreated pain in infants and young children may lead to increased pain perception and chronic pain in adolescents and adults. Continued research in the non-pharmacological treatment of pain is an important part of the national agenda.

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality

In the past several years, interest in social and emotional learning (SEL) has grown significantly. What was once a specialized domain of educational research and practice is now a significant movement with greater numbers of practitioners, policy-makers, and researchers recognizing the importance of social and emotional competence for students’ success in school and life (Durlak et al. 2015). SEL involves fostering social and emotional competencies in children through various strategies including direct instruction and studentcentered practices that create engaging learning environments nurturing students’ development of analytical, communication, and collaboration skills (CASEL 2013; Jones and Bouffard 2012). Social and emotional interventions have evolved out of different traditions including education, social work, child psychiatry, public health, psychology, and prevention (Catalano et al. 2004; Greenberg et al. 2001; Hahn et al. 2007; Wilson and Lipsey 2007). The evidence base for these programs has grown steadily since rigorous trials first established their positive impact on behavioral and academic outcomes; there are now several meta-analyses summarizing this body of research (Durlak et al. 2011; Sklad et al. 2012). As non-academic competencies are increasingly incorporated into learning standards at the preschool and elementary levels, and federal and state funding agencies require the use of evidence-based interventions (EBIs) as part of their accountability requirements, early childhood education programs and schools are implementing SEL interventions more frequently than in the past. Interest in SEL interventions has also increased internationally (for examples, see Kam and Yick 2013; Yoshikawa et al. 2015). Using evidence-based SEL interventions, however, is not enough to ensure positive outcomes. The success of an intervention on children’s social emotional competence depends on how it is implemented (e.g., Durlak and Dupre 2008; Durlak et al. 2011; Elias 2006; Greenberg et al. 2003, 2005). Recent research has increased understanding of this process by identifying a number of factors that enhance and undermine implementation success. The primary goal of this special issue is to feature research examining factors that were assessed prior to the delivery of an SEL intervention, and their relations to implementation. Specifically, by highlighting the state of schools and teachers before they begin implementing a SEL intervention, it may be possible to understand which schools are more or less likely to implement successfully, and see opportunities for increasing that likelihood. Given that the factors researched in this special issue were evident prior to intervention delivery, we believe it is appropriate to conceptualize them as aspects of readiness to implement EBIs. Included in this special issue introduction is a definition of readiness, an overview of how the findings from the papers included in this special issue have implications for understanding this concept, and examples of existing initiatives that might be used to improve readiness to implement EBIs. Influenced by the increase in type II translational research, many funding agencies that endorse the use of evidence-based interventions (EBIs), such as the U.S. Department of Education’s Institute for Educational Sciences, now require researchers to include measures in research proposals to monitor intervention implementation. Intervention developers are * Shannon B. Wanless swanless@pitt.edu

Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach

The original version of this article unfortunately did not acknowledge sources of support. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A070063, R305B060009 (PI: Rimm-Kaufman), R305B090002 (PI: Pianta) to the University of Virginia. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the U.S. Department of Education.

The Role of Psychological Safety in Human Development

The degree to which individuals feel comfortable taking positive interpersonal risks (such as trying something new) is known as psychological safety. When individuals feel psychologically safe, they can exercise their agency to engage in experiences and interactions throughout life. This article describes existing research on psychological safety and situate it in the field of human development. Examples are presented that highlight the ways that individuals and their contexts come together to mutually create moments that may or may not be perceived as psychologically safe. By considering psychological safety’s role in developmental research, we may gain new insights about ways to create contexts that increase the likelihood that individuals feel psychologically safe to engage, learn, and develop.