Karen L Bierman
Datos Biográficos
| ID | 3446418 |
|---|---|
| NOMBRE | Karen L Bierman |
| NOMBRES | Karen L |
| APELLIDO | Bierman |
| FIRMA | BIERMAN K L |
| AFILIACIONES | Pennsylvania State University |
| ORCID | 0000-0003-1295-7259 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 51 |
| TOTAL DE CITAS | 470 |
| TOTAL COMO AUTOR | 51 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1981 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 11 |
Enriching Childcare Centers with a School Readiness Intervention
High-quality early childhood education (ECE) promotes the development of school readiness. Preschool attendance is common in the U.S. but the quality of preschool programming is highly variable. Enriching preschool curricula and professional development (PD) can enhance preschool benefits. However, these enrichments are challenging to implement in under-resourced community-based childcare centers. This study evaluated the impact of the Research-b…
How a Preschool Intervention Affected High School Outcomes
This study examined the impact of the Head Start Research-based, Developmentally Informed (REDI) preschool intervention on high school outcomes and explored longitudinal mediation. 356 children (58% White, 25% Black, 17% Latinx; 54% female, 46% male; M age = 4.49 years) were recruited from Head Start classrooms which were randomized to intervention (N = 192) or “usual practice” (N = 164). REDI effects emerged on high school emotional symptoms (te…
Impact of a school-based social skills training program on parent–child relationships and parent attitudes toward school
Developmental research suggests that peer rejection has negative spillover effects which strain parent–child relationships and parent attitudes toward the child’s school. This study tested whether a school-based social skill training program could reverse these effects and improve parent–child closeness and parent attitudes toward the school. Participants included 217 children who were rejected by peers (57% White, 17% Black, 20% Latinx, 5% multi…
Linking intervention experiences to child outcomes in a school‐based social skills training program
Small group social skills training (SST) is recommended to improve the social behavior and peer relations of rejected children, but child responses vary. This study explored variation in intervention experiences that emerged in a large study of a school‐based SST program for peer‐rejected children and associations with program outcomes. One hundred and seven peer‐rejected elementary students (60% White, 15% Black, 22% Latinx, 3% Multi‐racial, and…
Profiles of Dysregulation Moderate the Impact of PreschoolTeacher–Student Relationships on Elementary School Functioning
Research Findings: Children’s readiness to handle the expectations of elementary school depends heavily on their self-regulation skills. Self-regulation includes both cognitive and behavioral elements; however, past studies have typically looked at cognitive and behavioral self-regulation in isolation or as a composite score rather than examining self-regulation profiles. Conceptually, a profile characterized by pervasive cognitive and behavioral…
Teacher, Center, and Neighborhood Characteristics Associated with Variations in Preschool Quality in Childcare Centers
Implementing a School Readiness Intervention in Community-Based Childcare Centers
In the U.S., one-third of preschool children attend programs run by childcare centers. Childcare centers are generally isolated and under-resourced businesses, often challenged by high rates of teacher turnover and inconsistent financial support. Correspondingly, childcare centers often struggle to provide high-quality educational experiences for preschool children. This study introduced an evidence-based curriculum (REDI) to improve the educatio…
Sustained benefits of a preschool home visiting program
Sustained effects of a school readiness intervention
Parental support of self-regulation among children at risk for externalizing symptoms
Children with externalizing symptoms typically show dysregulated arousal when facing emotional challenges and are at risk for antisocial outcomes later in life. The model of emotion socialization (Eisenberg, Cumberland, & Spinrad, 1998) points to supportive emotion-related parenting as central to promoting children's regulatory capability and behavioral adjustment. However, the role of emotion-related parenting is less clear for children living i…
What you say, and how you say it
The idea that language skills support school readiness, predicting later self-regulation and academic success, is widely accepted. Although vocabulary is often emphasized in the developmental literature, the ability to use language appropriately in the classroom, or social communication skills , may also be critical. This paper examined longitudinal contributions of children's vocabulary and social communication skills, from preschool to kinderga…
Important issues in estimating costs of early childhood educational interventions
Parent engagement in a Head Start home visiting program predicts sustained growth in children’s school readiness
Child and adolescent risk factors that differentially predict violent versus nonviolent crime
While most research on the development of antisocial and criminal behavior has considered nonviolent and violent crime together, some evidence points to differential risk factors for these separate types of crime. The present study explored differential risk for nonviolent and violent crime by investigating the longitudinal associations between three key child risk factors (aggression, emotion dysregulation, and social isolation) and two key adol…
How do parent expectations promote child academic achievement in early elementary school? A test of three mediators
Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mot…
Social and Emotional Skills Training for Children
Individual Day-to-Day Process of Social Anxiety in Vulnerable College Students
Transitions requiring the creation of new social networks may be challenging for individuals vulnerable to social anxiety, which may hinder successful adjustment. Using person-specific methodology, this study examined social anxiety in vulnerable university freshman away from home during their first semester of college to understand how day-to-day processes of social anxiety influenced future social anxiety and social withdrawal. Participants com…
Identification and validation of school readiness profiles among high-risk kindergartners
Dimensions of Parenting Associated with Child Prekindergarten Emotion Regulation and Attention Control in Low‐income Families
Delays in emotion regulation and attention control are common among children growing up in poverty, and they contribute to significant socio-economic gaps in school readiness and later school attainment. In this study, the emotion regulation and attention control skills of 210 prekindergarten Head Start participants were assessed ( M age = 4.80 years old). Home interviews and videotaped parent-child interactions were used to evaluate three aspect…
Rejection Reactivity, Executive Function Skills, and Social Adjustment Problems of Inattentive and Hyperactive Kindergarteners
This study examined emotional reactivity to rejection and executive function (EF) skills as potential mediators of the social behavior problems of inattentive and hyperactive kindergarteners. Participants included 171 children, including 107 with clinical levels of ADHD symptoms, 23 with sub-clinical levels of ADHD symptoms, and 41 typically-developing children (63% male; 73% Caucasian, 11% African American, 4% Latino/Hispanic, 1% Asian, and 11% …
Technology-assisted interventions for parents of young children
Effects of parent and child pre-intervention characteristics on child skill acquisition during a school readiness intervention
Relevance of a neurophysiological marker of attention allocation for children’s learning-related behaviors and academic performance
Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes. This study examined the relev…
Executive functioning and school adjustment
Parent support for learning at school entry
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
The development of cognitive skills and gains in academic school readiness for children from low-income families
This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement.One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally.Path analyse…
The quality of sibling relationships and the development of social competence and behavioral control in aggressive children
To understand the relations between sibling interactions and the social adjustment of children with behavior problems, 53 aggressive 1st- and 2nd-grade children, their mothers, and their siblings were interviewed about positive and negative aspects of the sibling relationship. When conflict and warmth were considered together, 3 types of sibling dyads emerged: conflictual (high levels of conflict, low levels of warmth), involved (moderate levels …
Children's conceptions of friendship
Although previous research has examined the development of children's conceptions of friendship, two major limitations currently exist. First, previous investigators have relied principally on a single methodological approach-the open-ended interview. Second, little is known about children's expectations of other peer relationships or how friendship expectations are distinguished from them. These two issues were addressed in the present study by …
Predicting adolescent peer problems and antisocial activities
This study examined the relative roles of aggression and other dysregulated behaviors in the prediction of adolescent peer problems and antisocial behavior. The social adjustment of 145 boys studied first in Grades 3-6 was assessed again 4 years later in Grades 7-10. At each time, peer ratings of aggressive, hyperactive-disruptive, withdrawn, and irritable-inattentive behaviors were collected. Aggression and withdrawal showed stability and were l…
How do parent expectations promote child academic achievement in early elementary school? A test of three mediators
Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mot…
Navigating the Transition to Junior High School
The present study examined the influence of pre‐transition friendship and self‐system characteristics on junior high school transition adjustment in a sample of 111 early adolescent girls and boys. Transition adjustment was defined in terms of youth's post‐transition friendship quality, emotional distress, and school adjustment. Pre‐transition friendship characteristics were directly linked with both post‐transition friendship quality and school …
If It's Offered, Will They Come? Influences on Parents' Participation in a Community‐Based Conduct Problems Prevention Program
This study examined influences on the rate and quality of parent participation in the Fast Track Program, a multi‐system, longitudinal preventive intervention for children who are at risk for conduct problems. A theoretical model of the relations among family coordinator characteristics, parent characteristics, the therapeutic engagement between family coordinator and parent, and rate and quality of parent participation was the basis for this stu…
Executive functioning and school adjustment
The multifaceted impact of peer relations on aggressive–disruptive behavior in early elementary school
Following a large, diverse sample of 4,096 children in 27 schools, this study evaluated the impact of 3 aspects of peer relations, measured concurrently, on subsequent child aggressive-disruptive behavior during early elementary school: peer dislike, reciprocated friends' aggressiveness, and classroom levels of aggressive-disruptive behavior. Teachers rated child aggressive-disruptive behavior in 1st and 3rd grades, and peer relations were assess…
Early Adolescent School Adjustment
This study investigates shared and unique associations of early adolescent friendship and peer victimization with self reports of school liking and teacher reports of academic competence. Participants were 398 sixth and seventh grade students and their teachers and peers. Measures of friendship included self reports of friendship support and mutual friendship nominations, and measures of peer victimization also included self and peer reports. Reg…
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-cla…
Behavioral and Cognitive Readiness for School
Utilizing a diverse sample of 356 4-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the pre-kindergarten year. Classroom participation and prosocial behavior each accounted…
Implementing a Comprehensive Program for the Prevention of Conduct Problems in Rural Communities
Childhood conduct problems are predictive of a number of serious long‐term difficulties (e.g., school failure, delinquent behavior, and mental health problems), making the design of effective prevention programs a priority. The Fast Track Program is a demonstration project currently underway in four demographically diverse areas of the United States, testing the feasibility and effectiveness of a comprehensive, multicomponent prevention program t…
Parental support of self-regulation among children at risk for externalizing symptoms
Children with externalizing symptoms typically show dysregulated arousal when facing emotional challenges and are at risk for antisocial outcomes later in life. The model of emotion socialization (Eisenberg, Cumberland, & Spinrad, 1998) points to supportive emotion-related parenting as central to promoting children's regulatory capability and behavioral adjustment. However, the role of emotion-related parenting is less clear for children living i…
Identification and validation of school readiness profiles among high-risk kindergartners
Individual and Family Predictors of the Perpetration of Dating Violence and Victimization in Late Adolescence
Parent engagement in a Head Start home visiting program predicts sustained growth in children’s school readiness
What you say, and how you say it
The idea that language skills support school readiness, predicting later self-regulation and academic success, is widely accepted. Although vocabulary is often emphasized in the developmental literature, the ability to use language appropriately in the classroom, or social communication skills , may also be critical. This paper examined longitudinal contributions of children's vocabulary and social communication skills, from preschool to kinderga…
School Outcomes of Aggressive‐Disruptive Children
A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of …
Aggression, hyperactivity, and inattention-immaturity
Sociometrics and a revised Pupil Evaluation Inventory (PEI) were administered to 362 boys in Grades 3-6 to define peer-rated narrow-band dimensions of undercontrolled behavior associated with peer rejection. Three dimensions resulted from factor analysis: aggression, hyperactivity, and inattention-immaturity. All 3 dimensions were associated with peer rejection; but only inattention-immaturity was negatively associated with positive socionietric …
A reexamination of developmental changes in causal attributions
The current study examined young children's use of the presence or absence of extrinsic reward to make inferences about the intrinsic motivation of another person. Previous research indicates that most kindergartners do not use a discounting heuristic, but it was hypothesized that they may have misinterpreted the questions asked. Kindergarten, second, and fourth graders were presented stories about children who were rewarded or not rewarded for p…
Child and adolescent risk factors that differentially predict violent versus nonviolent crime
While most research on the development of antisocial and criminal behavior has considered nonviolent and violent crime together, some evidence points to differential risk factors for these separate types of crime. The present study explored differential risk for nonviolent and violent crime by investigating the longitudinal associations between three key child risk factors (aggression, emotion dysregulation, and social isolation) and two key adol…
Dimensions of Parenting Associated with Child Prekindergarten Emotion Regulation and Attention Control in Low‐income Families
Delays in emotion regulation and attention control are common among children growing up in poverty, and they contribute to significant socio-economic gaps in school readiness and later school attainment. In this study, the emotion regulation and attention control skills of 210 prekindergarten Head Start participants were assessed ( M age = 4.80 years old). Home interviews and videotaped parent-child interactions were used to evaluate three aspect…
Technology-assisted interventions for parents of young children
Relationship between Stability of Cognition and Stability of Depressive Mood
Subjects were assessed for depression at two points in time, and classified as 32 stable depressives, 30 unstable depressives, or 25 stable nondepressives. Cognitions were also assessed during both periods to determine the existence of a positive or negative bias in self-evaluation. Stable depressives expressed a stable negative bias in self-evaluation; unstable depressives became somewhat more positive as their depression lifted, and stable nond…
A reexamination of developmental changes in causal attributions
The current study examined young children's use of the presence or absence of extrinsic reward to make inferences about the intrinsic motivation of another person. Previous research indicates that most kindergartners do not use a discounting heuristic, but it was hypothesized that they may have misinterpreted the questions asked. Kindergarten, second, and fourth graders were presented stories about children who were rewarded or not rewarded for p…
Children's conceptions of friendship
Although previous research has examined the development of children's conceptions of friendship, two major limitations currently exist. First, previous investigators have relied principally on a single methodological approach-the open-ended interview. Second, little is known about children's expectations of other peer relationships or how friendship expectations are distinguished from them. These two issues were addressed in the present study by …
Aggression, hyperactivity, and inattention-immaturity
Sociometrics and a revised Pupil Evaluation Inventory (PEI) were administered to 362 boys in Grades 3-6 to define peer-rated narrow-band dimensions of undercontrolled behavior associated with peer rejection. Three dimensions resulted from factor analysis: aggression, hyperactivity, and inattention-immaturity. All 3 dimensions were associated with peer rejection; but only inattention-immaturity was negatively associated with positive socionietric …
The quality of sibling relationships and the development of social competence and behavioral control in aggressive children
To understand the relations between sibling interactions and the social adjustment of children with behavior problems, 53 aggressive 1st- and 2nd-grade children, their mothers, and their siblings were interviewed about positive and negative aspects of the sibling relationship. When conflict and warmth were considered together, 3 types of sibling dyads emerged: conflictual (high levels of conflict, low levels of warmth), involved (moderate levels …
Implementing a Comprehensive Program for the Prevention of Conduct Problems in Rural Communities
Childhood conduct problems are predictive of a number of serious long‐term difficulties (e.g., school failure, delinquent behavior, and mental health problems), making the design of effective prevention programs a priority. The Fast Track Program is a demonstration project currently underway in four demographically diverse areas of the United States, testing the feasibility and effectiveness of a comprehensive, multicomponent prevention program t…
The Relation between Behavior Problems and Peer Preference in Different Classroom Contexts
This study tested two alternative hypotheses regarding the relations between child behavior and peer preference. The first hypothesis is generated from the person–group similarity model, which predicts that the acceptability of social behaviors will vary as a function of peer group norms. The second hypothesis is generated by the social skill model, which predicts that behavioral skill deficiencies reduce and behavioral competencies enhance peer …
If It's Offered, Will They Come? Influences on Parents' Participation in a Community‐Based Conduct Problems Prevention Program
This study examined influences on the rate and quality of parent participation in the Fast Track Program, a multi‐system, longitudinal preventive intervention for children who are at risk for conduct problems. A theoretical model of the relations among family coordinator characteristics, parent characteristics, the therapeutic engagement between family coordinator and parent, and rate and quality of parent participation was the basis for this stu…
Predicting adolescent peer problems and antisocial activities
This study examined the relative roles of aggression and other dysregulated behaviors in the prediction of adolescent peer problems and antisocial behavior. The social adjustment of 145 boys studied first in Grades 3-6 was assessed again 4 years later in Grades 7-10. At each time, peer ratings of aggressive, hyperactive-disruptive, withdrawn, and irritable-inattentive behaviors were collected. Aggression and withdrawal showed stability and were l…
Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School
Examined the hypothesis that distinct parenting practices may be associated with type and profile of a child's disruptive behavior problems (e.g., oppositional, aggressive, hyperactive). Parents of 631 behaviorally disruptive children described the extent to which they experienced warm and involved interactions with their children and the extent to which their discipline strategies were inconsistent and punitive and involved spanking and physical…
PROSPER Community–University Partnership Model for Public Education Systems
A Conceptual Framework for Adaptive Preventive Interventions
Navigating the Transition to Junior High School
The present study examined the influence of pre‐transition friendship and self‐system characteristics on junior high school transition adjustment in a sample of 111 early adolescent girls and boys. Transition adjustment was defined in terms of youth's post‐transition friendship quality, emotional distress, and school adjustment. Pre‐transition friendship characteristics were directly linked with both post‐transition friendship quality and school …
Decoupling the Relation Between Risk Factors for Conduct Problems and the Receipt of Intervention Services
This study examined whether the link between risk factors for conduct problems and low rates of participation in mental health treatment could be decoupled through the provision of integrated prevention services in multiple easily-accessible contexts. It included 445 families of first-grade children (55% minority), living in four diverse communities, and selected for early signs of conduct problems. Results indicated that, under the right circums…
Social Anxiety and Peer Relations in Early Adolescence
Behavioral and Cognitive Readiness for School
Utilizing a diverse sample of 356 4-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the pre-kindergarten year. Classroom participation and prosocial behavior each accounted…
Early Adolescent School Adjustment
This study investigates shared and unique associations of early adolescent friendship and peer victimization with self reports of school liking and teacher reports of academic competence. Participants were 398 sixth and seventh grade students and their teachers and peers. Measures of friendship included self reports of friendship support and mutual friendship nominations, and measures of peer victimization also included self and peer reports. Reg…
Promoting Academic and Social-Emotional School Readiness
Forty-four Head Start classrooms were randomly assigned to enriched intervention (Head Start REDI-Research-based, Developmentally Informed) or "usual practice" conditions. The intervention involved brief lessons, "hands-on" extension activities, and specific teaching strategies linked empirically with the promotion of: (a) social-emotional competencies and (b) language development and emergent literacy skills. Take-home materials were provided to…
The Difficulty of Maintaining Positive Intervention Effects
This paper examines the effects of the Fast Track preventive intervention on youths' functioning in three domains: disruptive behavior problems, involvement with deviant peers, and social skills during the middle school years. Eight hundred ninety-one children had been randomly assigned by sets of schools within four sites to intervention ( n = 445) or to control ( n = 446) conditions. In contrast to prior findings of the effectiveness of the Fas…
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language or literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-cla…
The effects of a multiyear universal social–emotional learning program
OBJECTIVE: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. METHOD: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained in the same intervention or control schools for Grades 1, 2, and 3. The study involved a clustered r…
The development of cognitive skills and gains in academic school readiness for children from low-income families
This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement.One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally.Path analyse…
Examining the sustainability of an evidence-based preschool curriculum
School Outcomes of Aggressive‐Disruptive Children
A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of …
Individual and Family Predictors of the Perpetration of Dating Violence and Victimization in Late Adolescence
Psychology (47 obras) · Developmental psychology (36 obras) · Child and Adolescent Psychosocial and Emotional Development (34 obras) · Early Childhood Education and Development (28 obras) · Medicine (20 obras) · Clinical Psychology (16 obras) · Social Psychology (15 obras) · Parental Involvement in Education (14 obras) · Psychiatry (13 obras) · Social Psychology (12 obras)