G. Leonard Burns
Ph.D. University of Connecticut, 1985
Office: Johnson Tower 212
Phone: (509) 335-8229
- Psychology 440: Introduction to Clinical Psychology
- Psychology 512: Correlation & Regression
- Psychology 514: Psychometrics (measurement theory and applied CFA)
- Psychology 515: Applied Structural Equation Modeling
Fellow, Association for Psychological Science
Fellow, American Psychological Association (Divisions 5,12 and 53)
Current Grant Support:Leonard Burns and his colleague, Professor Mateu Servera from the University of the Balearic Islands, received a three-year grant from the Spanish Ministry of Economy and Competitiveness (PSI2100-23254) to determine if Sluggish Cognitive Tempo and ADHD-inattention represent different symptom dimensions with unique and different external correlates. The project is investigating this question with mothers, fathers, teachers, and aides of Spanish children across the elementary school years. Dr. Burns is currently recruiting one or two new clinical students that have an interest in the research. Students would have the opportunity to learn to use latent variable modeling procedures to investigate this question. Interested applicants should email Dr. Burns at email@example.com.
I am currently using latent variable modeling procedures (e.g., confirmatory factor analysis, structural regression analysis, latent growth analysis, item response theory) to study ADHD, Sluggish Cognitive Tempo, and ODD within and across countries. Current projects focuses on the usefulness of the sluggish cognitive tempo symptoms to improve understanding of ADHD (e.g., longitudinal research with Spanish colleagues on the development of SCT and ADHD-IN symptom dimensions in Spanish children). Students who work with me have the opportunity to examine ethnic and cultural differences in child behavior problems as well as learn advanced measurement and analytic procedures.
Selected Publications:Burns, G. L., Servera, M., Bernard, M., Carrillo, J. M., & Geiser, C. (in press) Ratings of ADHD Symptoms and Academic Impairment by Mothers, Fathers, Teachers and Aides: Construct validity within and across settings as well as occasions. Psychological Assessment
Bernad, M., Servera, M., Grases, G., Collado, S., & Burns, G. L. (2014). A Cross-Sectional and Longitudinal Investigation of the External Correlates of Sluggish Cognitive Tempo and ADHD-Inattention Symptoms Dimensions. Journal of Abnormal Child Psychology. Advance online publication. DOI. 10.1007/s10802-014-9866-9
Burns, G. L., Moura, M. A., Beauchaine, T. P., & McBurnett, K. (2014). Bifactor Latent Structure of ADHD/ODD Symptoms: Predictions of dual-pathway/trait-impulsivity etiological models of ADHD. Journal of Child Psychology and Psychiatry, 55, 393-401.
Lee, S.Y., Burns, G. L., Snell, J., & McBurnett, K. (2014). Validity of the sluggish cognitive tempo symptom dimension in children: Sluggish cognitive tempo and ADHD-Inattention as distinct symptom dimensions. Journal of Abnormal Child Psychology, 42, 7-19.
McBurnett, K., Villodas, M., Burns, G. L., Hinshaw, S. P., Beaulieu, A., & Pfiffner, L. J. (2014). Structure and Validity of Sluggish Cognitive Tempo Using an Expanded Item Pool in Children with Attention-Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology, 42, 37-48.
Burns, G. L., Servera, M., Bernad, M. M., Carrillo, J., & Cardo, E. (2013). Distinctions between Sluggish Cognitive Tempo, ADHD-IN and Depression Symptom Dimensions in Spanish First-Grade Children. Journal of Clinical Child and Adolescent Psychology, 42, 796-808.
Burns, G. L., Walsh, J. A., Severa, M., Lorenzo-Seva, U., Cardo, E., & Rodríguez-Fornells, A. (2013). Construct validity of ADHD/ODD rating scales: Recommendations for the evaluation of forthcoming DSM-V ADHD/ODD scales. Journal of Abnormal Child Psychology, 41, 15-26.
Khadka, G., & Burns, G. L. (2013). A measurement framework to determine the construct validity of ADHD/ODD rating scales: Additional evaluations of the Child and Adolescent Disruptive Behavior Inventory. Journal of Psychopathology and Behavioral Assessment, 35, 283-292.