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S. L. Tominey, Olsen, S. G., and McClelland, M. M., Supporting the Development of Emotion Regulation in Young Children: The Important Role of the Parent-Child Attachment Relationship., International Journal of Birth and Parent Education, vol. 2, no. 4, pp. 23-26, 2015.
R. A. Settersten and McClelland, M. M., The study of human development: The future of the field. New York: Routledge, 2018.
C. Cameron Ponitz, McClelland, M. M., Matthews, J. S., and Morrison, F. J., A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes., Developmental psychology, vol. 45, no. 3, pp. 605-19, 2009.
S. A. Schmitt, McClelland, M. M., Tominey, S. L., and Acock, A., Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention, Early Childhood Research Quarterly, 2014.
M. M. McClelland and Tominey, S. L., Stop, Think, Act: Integrating Self-regulation in the Early Childhood Classroom, 1st ed. Routledge, 2015, p. 142.
M. M. McClelland and Scalzo, C., Social skills deficits, in Clinician's handbook of child behavioral assessment, San Diego, CA: Elsevier, 2006, pp. 313-335.
M. M. McClelland and Schmitt, S. A., Social cognition: Comments on Hughes and Lecce. In R. E. Tremblay, R. B. Barr, R. DeV Peters, & M. Boivin, Encyclopedia on Early Childhood Development [online], 2010.
M. M. McClelland, Ponitz, C. C., Messersmith, E., and Tominey, S. L., Self-regulation: The integration of cognition and emotion, in In R. Lerner (Series Ed.) & W. Overton (Vol. Ed.), Handbook of life-span development., vol. 1, Hoboken, NJ: Wiley & Sons, 2010, pp. 509-553.
M. M. McClelland and Cameron, C. E., Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures, Child Development Perspectives, vol. 6, no. 2, pp. 136 - 142, 2012.
M. M. McClelland and Cameron, C. E., Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures, Child Development Perspectives, vol. 6, no. 2, pp. 136 - 142, 2011.
F. J. Morrison, Ponitz, C. C., and McClelland, M. M., Self-regulation and academic achievement in the transition to school. In S. D. Calkins & M. Bell (Eds)., in Child development at the intersection of emotion and cognition, Washington, DC: American Psychological Association., 2010, pp. 203-224.
M. M. McClelland and Cameron, C. E., Self-regulation and academic achievement in elementary school children., New directions for child and adolescent development, vol. 2011, no. 133, pp. 29-44, 2011.
M. M. McClelland, Geldhof, G. J., Morrison, F. J., Gestsdottir, S., Cameron, C., Bowers, E. P., Duckworth, A., Little, T. D., and Grammer, J., Self-Regulation, in Handbook of Life Course Health Development, 1st ed., Springer International Publishing, 2018, pp. 275-298.
M. M. McClelland, Tominey, S. L., Schmitt, S. A., and Duncan, R., SEL Interventions in Early Childhood, The Future of Children, vol. 27, pp. 33–47, 2017.
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S. A. Schmitt, Finders, J. K., and McClelland, M. M., Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool, Early Education and Development, vol. 26, no. 2, pp. 189 - 208, 2015.
M. Macdonald, Lipscomb, S. T., McClelland, M. M., Duncan, R., Becker, D., Anderson, K., and Kile, M. L., Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior, Research Quarterly for Exercise and Sport, vol. 87, no. 4, pp. 396 - 407, 2016.
M. M. McClelland, Acock, A., Piccinin, A., Rhea, S. Ann, and Stallings, M. C., Relations between preschool attention span-persistence and age 25 educational outcomes, Early Childhood Research Quarterly, 2012.
M. M. McClelland, Acock, A., Piccinin, A., Rhea, S. Ann, and Stallings, M. C., Relations between Preschool Attention Span-Persistence and Age 25 Educational Outcomes., Early childhood research quarterly, vol. 28, no. 2, pp. 314-324, 2013.
R. J. Duncan, McClelland, M. M., and Acock, A. C., Relations between executive function, behavioral regulation, and achievement: Moderation by family income, Journal of Applied Developmental Psychology, vol. 49, pp. 21 - 30, 2017.
M. Sektnan, McClelland, M. M., Acock, A., and Morrison, F. J., Relations between early family risk, children's behavioral regulation, and academic achievement., Early childhood research quarterly, vol. 25, no. 4, pp. 464-479, 2010.
M. M. McClelland, Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. J., Gonzales, C. R., and Tracy, A. N., Red Light, Purple Light! Results of an Intervention to Promote School Readiness for Children From Low-Income Backgrounds, Frontiers in Psychology, vol. 10, 2019.
S. L. Tominey and McClelland, M. M., Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool, Early Education & Development, vol. 22, no. 3, pp. 489 - 519, 2011.
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S. L. Tominey and McClelland, M. M., Quantitative and qualitative factors related to the effectiveness of a preschool behavioral regulation intervention, NHSA dialog: A Research-to-Practice Journal for the Early Childhood Field, vol. 16, no. 3, pp. 21-44, 2013.

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