Karen Bierman’s research focuses on the design and evaluation of school- and community-based prevention programs that promote social-emotional learning and school readiness. She has directed several longitudinal studies evaluating the long-term impact of early school-based and family-focused preventive interventions designed to reduce aggression (Fast Track) and enhance school success (Head Start REDI). She has also developed and evaluated small-group social skill training interventions for peer-rejected children (Friendship Group). Her current research focuses on the longitudinal follow-up of the REDI classroom and parent prevention program participants (funded by the National Institutes of Health) and the evaluation of two new parent-focused guided play interventions to support preschool STEM and social-emotional skills (funded by the National Science Foundation and the Institute of Education Sciences, respectively.
Dr. Bierman has authored more than 230 peer-reviewed journal articles and chapters that have appeared in publications such as Child Development, JAMA Pediatrics, Journal of Developmental Psychology, and Journal of Child Psychology and Psychiatry. She has published five books as author or co-editor. Some of her honors and awards include:
- Fellow, American Psychological Association (2019)
- Fellow, Society for Prevention Research (2019)
- Service to SPR Award, Society for Prevention Research (2017)
- Evan Pugh University Professor (2016)
- Fellow, Association of Psychological Science (2016)
- Senior Scientist and Mentor Award, Missouri Prevention Center (2015)
- Prevention Science Award, Society for Prevention Research (2013)
In the future, Dr. Bierman hopes to work with ongoing studies in the area of school readiness, linking school-based with family-focused prevention supports, and scaling up evidence-based interventions.
I appreciate the PRC's vibrant intellectual community focused on promoting prevention science and its outstanding interdisciplinary opportunities for partnerships.
- Karen L. Bierman
Developmental Period(s)
Early Childhood, Childhood
Level(s) of Analysis
Individuals, Families, Schools
Contact Information
251 Moore Building
University Park, PA 16802
814-865-3879
kb2@psu.edu
she/her/hers
Karen Bierman’s research focuses on the design and evaluation of school- and community-based prevention programs that promote social-emotional learning and school readiness. She has directed several longitudinal studies evaluating the long-term impact of early school-based and family-focused preventive interventions designed to reduce aggression (Fast Track) and enhance school success (Head Start REDI). She has also developed and evaluated small-group social skill training interventions for peer-rejected children (Friendship Group). Her current research focuses on the longitudinal follow-up of the REDI classroom and parent prevention program participants (funded by the National Institutes of Health) and the evaluation of two new parent-focused guided play interventions to support preschool STEM and social-emotional skills (funded by the National Science Foundation and the Institute of Education Sciences, respectively.
Dr. Bierman has authored more than 230 peer-reviewed journal articles and chapters that have appeared in publications such as Child Development, JAMA Pediatrics, Journal of Developmental Psychology, and Journal of Child Psychology and Psychiatry. She has published five books as author or co-editor. Some of her honors and awards include:
- Fellow, American Psychological Association (2019)
- Fellow, Society for Prevention Research (2019)
- Service to SPR Award, Society for Prevention Research (2017)
- Evan Pugh University Professor (2016)
- Fellow, Association of Psychological Science (2016)
- Senior Scientist and Mentor Award, Missouri Prevention Center (2015)
- Prevention Science Award, Society for Prevention Research (2013)
In the future, Dr. Bierman hopes to work with ongoing studies in the area of school readiness, linking school-based with family-focused prevention supports, and scaling up evidence-based interventions.
I appreciate the PRC's vibrant intellectual community focused on promoting prevention science and its outstanding interdisciplinary opportunities for partnerships.
- Karen L. Bierman
Contact Information
251 Moore Building
University Park, PA 16802
814-865-3879
kb2@psu.edu
she/her/hers
Professional Links
Developmental Period(s) Studied
Early Childhood, Childhood
Levels of Analysis
Individuals, Families, Schools
PRC-affiliated faculty and trainees to present at 2023 SRCD Biennial Meeting 
Dick and Bebe Hayes bequest to benefit Child Study Center, scholarships 
Penn State partners with science center to give children 'Science Adventures' 
Preschool program linked with better social and emotional skills years later 
Prevention Research Center to chart course for social emotional learning 
"With a Little Help from My Friends - The Importance of Peer Relationships for Social-Emotional Development"
- Efficacy of the Fast Track friendship group program for peer-rejected children: A randomized-controlled trial
Bierman, K. L., Welsh, J. A., Hall, C. M., Jacobson, L. N., Lee, D. L., & Jones, D. E. (2022). Journal of Clinical Child & Adolescent Psychology. Advance online publication.
- Family-school partnerships during the early school years
Bierman, K.L., & Sheridan, S.M. (Eds.). (2022). Springer.
- Sustained effects of a school readiness intervention: Fifth grade outcomes of the Head Start REDI program
Welsh, J. A., Bierman, K. L., Nix, R. L., Heinrichs, B., & Gest, S. D. (2020). Early Childhood Research Quarterly, 53, 151-160.
- Parental support of self-regulation among children at risk for externalizing symptoms: Developmental trajectories of physiological regulation and behavioral adjustment
Zhang, X., Gatzke-Kopp, L.M., Fosco, G.M., & Bierman, K.L. (2020). Developmental Psychology, 56, 528-540.
- Multi-tiered social-emotional learning: PATHS and friendship group in the Fast Track Program
Bierman, K. L., Greenberg, M. T., & The Conduct Problems Prevention Research Group (2020). Multi-tiered social-emotional learning: PATHS and friendship group in the Fast Track Program. In T. W. Farmer, M. Conroy, E. M. Z., Farmer, & Sutherland (Eds.). Handbook of research on emotional & behavioral disorders: Interdisciplinary developmental perspectives on children and youth (pp. 254-260). Routledge.
- The Fast Track program for children at risk: Preventing antisocial behavior
Bierman, K.L., Coie, J.D., Dodge, K.A., Greenberg, M.T., Lochman, John E., McMahon, R.J., & Pinderhughes. E.E. (2019). Guilford Press.
- Important issues in estimating costs of early childhood educational interventions: An example from the REDI program
Jones, D. E., Bierman, K., Crowley, D. M., Welsh, J., & Gest, J. (2019). Child and Family Services Review, 207, 104498.
- How a preschool parent intervention produced later benefits: A longitudinal mediation analysis
Bierman, K. L., McDoniel, M., & Loughlin-Presnal, J. (2019). Journal of Applied Developmental Psychology, 64,101058.
- With a little help from my friends: The importance of peer relationships for social-emotional development
Pepler, D. J., & Bierman, K. L. (2018). University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
- Effect of preschool home visiting on school readiness and need for services in elementary school: A randomized clinical trial
Bierman, K.L., Welsh, J.A., Heinrichs, B.S., & Nix, R.L. (2018). JAMA Pediatrics, 172(8), e181029.
- Enriching preschool classrooms and home visits with evidence_based programming: sustained benefits for low_income children
Bierman, K., Heinrichs, B., Welsh, J., Nix, R., & Gest, S. D. (2016, In Press). Journal of Child Psychology and Psychiatry.
- Emotional reactivity, behavior problems, and social adjustment at school entry in a high-risk sample
Kalvin, C. B., Bierman, K., & Gatzke-Kopp, L. M. (2016). Journal of Abnormal Child Psychology, 44, 1527-1541.
- Promoting social emotional learning in preschool: Programs and practices that work
Bierman, K. L., Greenberg, M. T., & Abenavoli, R. (2016). University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
- Parent engagement practices improve outcomes for preschool children
Bierman, K. L., Morris, P. A., & Abenavoli, R. M. (2017). University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
- Identification and validation of school readiness profiles among high-risk kindergartners
Abenavoli, R., Greenberg, M. T., & Bierman, K. L. (2017). Early Childhood Research Quarterly, 38(1), 33-43.
- The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning
Nix, R., Bierman, K. L., Heinrichs, B. S., Gest, S. D., Welsh, J. A., & Domitrovich, C. E. (2016). Journal of Consulting and Clinical Psychology, 84(4), 310-322. doi 0022006X
- The Head Start REDI project and school readiness
Bierman, K., Nix, R. L., Domitrovich, C. Welsh, J. A., & Gest, S. D. (2015). In A. J. Reynolds, A. J. Rolnick, & J. A. Temple. (Eds.), Health education and early childhood. (pp. 208-233). Cambridge University Press.
- Promoting resilience: A preschool intervention enhances the adolescent adjustment of children exposed to early adversity
Sanders, M., Welsh, J.A., Bierman, K.L., & Heinrichs, B. (in press). School Psychology.
