World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
78
Citations
25121
World Ranking
1573
National Ranking
940

Karen L. Bierman publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Karen L. Bierman sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 187 publications — 65th percentile

65% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Karen L. Bierman D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Karen L. Bierman sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 78 D-Index — 87th percentile

87% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Research.com Recognitions

  • 2020 - Fellow of the American Psychological Association (APA)

Overview

Karen L. Bierman is affiliated with Pennsylvania State University in the United States. Their research primarily spans fields related to social sciences and psychology, with a focus on education and clinical psychology.

The scientist has contributed significantly to research on early childhood education and development, child and adolescent psychosocial and emotional development, as well as parental involvement in education. Their work also touches on family and disability support research, behavioral and psychological studies, youth substance use and school attendance, and autism spectrum disorder research.

Frequent co-authors in their publications include Janet A. Welsh, Brenda S. Heinrichs, Robert J. McMahon, John D. Coie, and Kenneth A. Dodge.

Their studies have appeared in several notable venues, including:

  • UNC Libraries
  • Journal of Emotional and Behavioral Disorders
  • Prevention Science
  • Early Childhood Research Quarterly
  • Frontiers in Psychology

Noteworthy recent papers include:

  • Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program (2020, Early Childhood Research Quarterly)
  • Parental support of self-regulation among children at risk for externalizing symptoms: Developmental trajectories of physiological regulation and behavioral adjustment (2020, Developmental Psychology)
  • Promoting resilience: A preschool intervention enhances the adolescent adjustment of children exposed to early adversity (2020, School Psychology)
  • Reducing Adolescent Psychopathology in Socioeconomically Disadvantaged Children With a Preschool Intervention: A Randomized Controlled Trial (2020, American Journal of Psychiatry)
  • Teaching Explicit Social-Emotional Skills With Contextual Supports for Students With Intensive Intervention Needs (2020, Journal of Emotional and Behavioral Disorders)

The primary topics of their work include:

  • Early Childhood Education and Development
  • Child and Adolescent Psychosocial and Emotional Development
  • Parental Involvement in Education
  • Family and Disability Support Research
  • Behavioral and Psychological Studies
  • Youth Substance Use and School Attendance
  • Autism Spectrum Disorder Research

The scientist was recognized as a Fellow of the American Psychological Association (APA) in 2020.

Best Publications

  • Promoting Academic and Social‐Emotional School Readiness: The Head Start REDI Program

    Karen L. Bierman;Celene E. Domitrovich;Robert L. Nix;Scott D. Gest

  • The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families.

    Janet A. Welsh;Robert L. Nix;Clancy Blair;Karen L. Bierman

  • Parenting Practices and Child Disruptive Behavior Problems in Early Elementary School

    Elizabeth A. Stormshak;Karen L. Bierman;Robert J. McMahon;Liliana J. Lengua

  • Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

    Karen L. Bierman;Robert L. Nix;Mark T. Greenberg;Clancy Blair

  • Peer Rejection: Developmental Processes and Intervention Strategies

    Karen L. Bierman

  • Initial Impact of the Fast Track Prevention Trial for Conduct Problems: I. The High-Risk Sample

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • Initial Impact of the Fast Track Prevention Trial for Conduct Problems: II. Classroom Effects

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • A conceptual framework for adaptive preventive interventions

    Linda M. Collins;Susan A. Murphy;Karen L. Bierman

  • A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program

    Karen Linn Bierman;J. D. Coie;K. A. Dodge;Mark T. Greenberg

  • The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • The Effects of Social Skills Training and Peer Involvement on the Social Adjustment of Preadolescents.

    Karen Linn Bierman;Wyndol Furman

  • The Relation between Behavior Problems and Peer Preference in Different Classroom Contexts

    Elizabeth A. Stormshak;Karen L. Bierman;Carole Bruschi;Kenneth A. Dodge

  • Evaluation of the First 3 Years of the Fast Track Prevention Trial with Children at High Risk for Adolescent Conduct Problems

    Karen Bierman

  • Characteristics of Aggressive‐Rejected, Aggressive (Nonrejected), and Rejected (Nonaggressive) Boys

    Karen Linn Bierman;David L. Smoot;Kathy Aumiller

  • Social Anxiety and Peer Relations in Early Adolescence: Behavioral and Cognitive Factors

    Stephen A. Erath;Stephen A. Erath;Kelly S. Flanagan;Karen Linn Bierman

  • The quality of sibling relationships and the development of social competence and behavioral control in aggressive children

    Elizabeth A. Stormshak;Christina J. Bellanti;Karen L. Bierman

  • PROSPER community-university partnership model for public education systems: capacity-building for evidence-based, competence-building prevention.

    Richard Spoth;Mark Greenberg;Karen Bierman;Cleve Redmond

  • Peer Rejection and Aggression and Early Starter Models of Conduct Disorder

    Shari Miller-Johnson;John D. Coie;Anne Maumary-Gremaud;Karen Bierman

  • Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.

    Robert L. Nix;Karen L. Bierman;Celene E. Domitrovich;Sukhdeep Gill

  • Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support: The Head Start REDI Program

    Celene E. Domitrovich;Scott D. Gest;Sukhdeep Gill;Karen L. Bierman

  • The Effects of the Fast Track Program on Serious Problem Outcomes at the End of Elementary School

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;E. Michael Foster

  • Aggression, Antisocial Behavior, and Violence Among Girls: A Developmental Perspective

    Martha Putallaz;Karen L. Bierman;Juan F. Casas

Frequent Co-Authors

Mark T. Greenberg
Mark T. Greenberg Pennsylvania State University
Kenneth A. Dodge
Kenneth A. Dodge Duke University
John D. Coie
John D. Coie Duke University
Robert J. McMahon
Robert J. McMahon Simon Fraser University
John E. Lochman
John E. Lochman University of Alabama
Ellen E. Pinderhughes
Ellen E. Pinderhughes Tufts University
Stephen A. Erath
Stephen A. Erath Auburn University
Scott D. Gest
Scott D. Gest University of Virginia
Clancy Blair
Clancy Blair New York University
Elizabeth A. Stormshak
Elizabeth A. Stormshak University of Oregon

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Exploring psychology in the USA opens doors to many specialized online degree options and professional certifications. Students interested in behavioral health often pursue graduate degrees, such as a Master’s in Applied Behavior Analysis, to gain advanced expertise.

One common and rewarding pathway is becoming a Board Certified Behavior Analyst (BCBA). Requirements for this career can vary by location, so it’s important to understand local guidelines. For example, those considering work in Milwaukee should review the bcba certification requirements in Milwaukee. Likewise, candidates aiming to practice in Minnesota can learn about the specific steps from the Minneapolis bcba requirements.

Educational prerequisites and clinical supervision hours can differ from state to state. To ensure compliance and smooth career progress, future BCBAs in Tennessee can refer to the Nashville bcba education requirements, while those in Louisiana should consult the bcba certification requirements in New Orleans.

No matter your goal, online psychology programs offer the flexibility and foundational knowledge needed to start a fulfilling career in behavioral health or related specialties.

Best Scientists Citing Karen L. Bierman

Trending Scientists

Recently Published Articles