Professional Bio

Dr. 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 NIH) and the evaluation of two new parent-focused guided play interventions to support preschool STEM and social-emotional skills (funded by NSF and IES respectively).

Recent Publications

Bierman, K.L., Heinrichs, B.S., Welsh, J.A., Jones, D.E., & Crowley, D.M. (2025). How a preschool intervention affected high school outcomes: Longitudinal pathways in a randomized-controlled trial. Child Development, 96(3), 1236-1249.

Mannweiler, M.D., Bierman, K.L., & Liben, L.S. (2025). Linking parents’ play strategies with their preschoolers’ STEM skills: The mediating roles of child STEM talk and self-regulated learning, Journal of Experimental Child Psychology, 249, 106095.

Bierman, K.L., & Hunter, L.J. (2025). Supporting the social-emotional learning (SEL) of preschool children. In J.A. Durlak, C.E. Domitrovich, & J.L. Mahoney (eds). The Handbook of Social and Emotional Learning, 2nd ed (pp. 142-156). Guilford.

Bierman, K.L., Liben, L.S., Small, M., Connell, J., Heinrichs, B., Menold, J., Miller, S., & Mannweiler, M. (2025). Guided activity kits impact parents’ scaffolding of child STEM play. Learning and Instruction, 96, 102082.

Welsh, J.A., Bierman, K.L., Jacobson, L.N., Mincemoyer, C.C., Gest, J.M., Jones, D.E., Hunter Matt, L., & Bayly, B.S. (2024). Supporting SEL in childcare centers with curriculum enrichment and an adapted professional development model. Social and Emotional Learning: Research, Practice, and Policy, 3, 100036.

Slotkin, R., Bierman, K.L., Heinrichs, B.S., & Welsh, J.A. (2024). Parent outreach efforts extend the sustained benefits of a preschool classroom intervention: Adolescent follow-up of a randomized controlled trial. Prevention Science, 25, 1217–1227.

Slotkin, B.S., Bierman, K.L., & Jacobson, L.N. (2023). Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school. International Journal of Behavioral Development, 47, 475 –485.

Bierman, K.L., Stormshak, E.A., Mannweiler, M.D., & Hails, K.A. (2023). Preschool programs that help families promote child social-emotional school readiness: Promising new strategies. Clinical Child and Family Psychology Review, 26, 865-879.

Ho, L.C., Bierman, K.L., Jacobson, L.N., Welsh, J.A., Hall, C.M., & Lee, D.L. (2023). Linking intervention experiences to child outcomes in a school-based social skills training program. Psychology in the Schools, 60, 1855-1876.

Bierman, K.L., Welsh, J.A., Hall, C.M., Jacobson, L.N., Lee, D.L., & Jones, D.E. (2022). Efficacy of the Fast Track Friendship Group program for peer-rejected children: A randomized-controlled trial. Journal of Clinical Child and Adolescent Psychology.

Project Websites

Child Study Center

REDI Research Program

REDI Program Materials

Friendship Group Program

Bear Buildz Parent-Child STEM Play