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College of Arts and Sciences Department of Psychology

G. Leonard Burns

Professor

Ph.D. University of Connecticut, 1985

Contact Information

Email: glburns@wsu.edu
Office: Johnson Tower 212
Phone: (509) 335-8229

Classes Taught

  • Psychology 440: Introduction to Clinical Psychology
  • Psychology 508: Longitudinal Structural Equation Modeling
  • Psychology 512: Correlation & Regression
  • Psychology 514: Psychometrics (measurement theory and applied CFA)
  • Psychology 516: Applied Structural Equation Modeling

Professional Associations

Fellow, Association for Psychological Science

Fellow, American Psychological Association (Divisions 5,12 and 53)

Research Interests

I am interested in the internal and external validity of sluggish cognitive tempo relative to attention-deficit/hyperactivity disorder, oppositional defiant disorder and callous/unemotional traits within and across cultures. Students who work with me have the opportunity to examine cultural differences in child behavior problems as well as learn advanced measurement and analytic procedures (e.g., confirmatory factor analysis, structural equation modeling).

 

Current Grant Support

My colleagues, Mateu Servera from the University of the Balearic Islands, Stephen Becker from the Cincinnati Children’s Hospital, and Christian Geiser from Utah State University, and I recently received a three-year grant from the Spanish Ministry of Economy and Competitiveness 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, and teachers of Spanish children across the elementary school years.

Recent Publications

Sluggish Cognitive Tempo, ADHD, and Limited Prosocial Emotions Papers

Severa, M., Sáez, B., Burns, G. L., & Becker, S. P. (2018).  Clinical differentiation of sluggish cognitive tempo and attention-deficit/hyperactivity disorder in children. Journal of Abnormal Psychology. Advance online publications.

Becker, S. P., Burns, G. L., Leopold, D. R., Olson, R. K., & Willcutt, E. G. (2018). Differential impact of trait sluggish cognitive tempo and ADHD inattention in early childhood on adolescent functioning. Journal of Child Psychology and Psychiatry. Advance online publication.

Sáez, B., Servera, M., Becker, S. P. & Burns, G. L. (2018). Optimal Items for Assessing Sluggish Cognitive Tempo in Children across Mother, Father, and Teacher Ratings.  Journal of Clinical Child and Adolescent Psychology. Advance online.

Sáez, B., Servera, M., Burns, G. L., & Becker, S. P. (2018).  Advancing the multi-informant assessment of sluggish cognitive tempo: Child self-report in relation to parent and teacher ratings of sluggish cognitive tempo and impairment.  Journal of Abnormal Child Psychology.   Advance online publication.

Seijas, R., Servera, M., Garcia-Banda, G., Barry, C., & Burns, G. L. (2018). Evaluation of a four-item DSM-5 limited prosocial emotions specifier scale within and across settings with Spanish children.  Psychological Assessment, 30, 474-485.

Lee, S.Y., Burns, G. L., & Becker, S. P. (2018).   Towards establishing the transcultural validity of sluggish cognitive tempo:  Evidence from a sample of South Korean children.  Journal of Clinical Child and Adolescent Psychology, 47, 61-68.

Becker, S. P., Burns, G. L., Garner, A. A., Jarrett, M. A., Luebbe, A. M., Epstein, J. N., & Willcutt, E. G. (2018). Sluggish cognitive tempo in adults: Psychometric validation of the Adult Concentration Inventory. Psychological Assessment, 30, 296-310.

Becker, S. P., Burns, G. L., Schmitt, A. P., Epstein, J. N., & Tamm, L. (2017). Toward establishing a standard symptom set for assessing sluggish cognitive tempo in children: Evidence from teacher ratings in a community sample. Assessment. Advance online publication.

Preszler, J., Burns, G. L., Litson, K., Geiser, C., Servera, M. & Becker, S. P. (2017).  How consistent is sluggish cognitive tempo across occasions, sources, and settings? Evidence from latent state-trait modeling.  Assessment.  Advance online publication.

Preszler, J., Burns, G. L., Litson, K., Geiser, C., & Servera, M. (2017). Trait and state variance in oppositional defiant disorder symptoms: A multi-source investigation with Spanish children.  Psychological Assessment, 29, 135-147.

Burns, G. L., Becker, S. P., Servera, M., Bernad, M., M., & García-Banda, G. (2017). Sluggish cognitive tempo and ADHD inattention in the home and school contexts: Parent and teacher invariance and cross-setting validity.  Psychological Assessment, 29, 209-220.

Lee, S. Y., Burns, G. L., & Becker, S. P. (2017).  Can sluggish cognitive tempo be distinguished from ADHD inattention in very young children? Evidence from a sample of Korean preschool children.  Journal of Attention Disorders, 21, 623-631.

Fenollar Cortés, F. J., Servera, M., Becker, S. P., & Burns, G. L.  (2017). External validity of ADHD inattention and sluggish cognitive tempo dimensions in Spanish children with ADHD.  Journal of Attention Disorders, 21, 655-666.

Belmar, M., Servera, M., Becker, S. P., & Burns, G. L. (2017).  Validity of sluggish cognitive tempo in South America:  An initial examination using mother and teacher ratings of Chilean children.  Journal of Attention Disorders, 21, 667-672.

Litson, K., Geiser, C., Burns, G. L., & Servera, M. (2016).  Trait and State Variance in Multi-Informant Assessments of ADHD and Academic Impairment in Spanish First-Grade Children.  Journal of Clinical Child and Adolescent Psychology. Advance online publication.

Bernad, M., Servera, M., Becker, S. P., & Burns, G. L. (2016). Sluggish cognitive tempo and ADHD inattention as predictors of externalizing, internalizing, and impairment domains: A 2-year longitudinal study. Journal of Abnormal Child Psychology, 44, 771-785.

Servera, M., Bernad, M. M., Carrillo, J. M., Collado, S., & Burns, G. L. (2016). Longitudinal correlates of sluggish cognitive tempo and ADHD-inattention symptom dimensions with Spanish children.  Journal of Clinical Child and Adolescent Psychology, 45, 632-641.

Khadka, G., Burns, G. L., & Becker, S. P. (2016).  Internal and external validity of sluggish cognitive tempo and ADHD inattention dimensions with teacher ratings of Nepali children.  Journal of Psychopathology and Behavioral Assessment, 38, 433-442.

Becker, S. P., Leopold, D. R., Burns, G. L., Jarrett, M. A., Langberg, J. M., Marshall, S. A., McBurnett, K., Waschbusch, D. A., & Willcutt, E. G. (2016). The internal, external, and diagnostic validity of sluggish cognitive tempo: A meta-analysis and critical review. Journal of the American Academy of Child and Adolescent Psychiatry, 55, 163-177.

Lee, S.Y., Burns, G. L., Beauchaine, T., & Becker, S. P.  (2016). Bifactor Latent Structure of ADHD/ODD Symptoms and First-Order Latent Structure of Sluggish Cognitive Tempo Symptoms. Psychological Assessment, 28, 917-928.

Leopold, D. R., Christopher, M. E., Burns, G. L., Becker, S. P., Olson, R. K., & Willcutt, E. G.   (2016).  ADHD and sluggish cognitive tempo throughout childhood: Temporal invariance and stability from preschool through ninth grade.  Journal of Child Psychology and Psychiatry, 12, 1066-1074.

Burns, G. L., Servera, M., Bernard, M., Carrillo, J. M., & Geiser, C.  (2014) 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, 26, 1247-1258. 

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., 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.

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, 42, 1225–1236.

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.

Quantitative Papers

Geiser, C., Hintz, F. A., Burns, G. L., & Servera, M. (2018). Multitrait-multimethod-multioccasion modeling of personality data. In J. F. Rauthmann (Ed.), Handbook of personality dynamics and processes. Elsevier.

Geiser, C., Hintz, F. A., Burns, G. L., & Servera, M. (2017). Latent variable modeling of person-situation data. In J. F. Rauthmann, R. Sherman, & D. C. Funder (Eds.), The Oxford Handbook of Psychological Situations.  New York: Oxford University Press. Advance online publication. doi: 10.1093/oxfordhb/9780190263348.013.15

Geiser, C., Hintz, F., Burns, G. L., & Mateu, S. (2017).  Structural equation modeling of multiple-indicator multimethod-multioccasion data: A primer.  Personality and Individual Differences.  Advance online publication.

Litson, K. Geiser, C., Burns, G. L., & Servera, M. (2017).  Examining trait x method interactions using mixture distribution multitrait-multimethod models.  Structural Equation Modeling, 24, 31-51.

Geiser, C., Litson, K., Bishop, J., Burns, G. L., & Servera, M. (2015).  Analyzing Person, Situation, and Person × Situation Interaction Effects: Latent State-Trait Models for the Combination of Random and Fixed Situations.  Psychological Methods, 20, 165-192.

Geiser, C., Burns, G. L., & Servera, M. (2014). Testing for measurement invariance and latent mean differences across methods: Interesting incremental information from multitrait-multimethod studies. Frontiers in Quantitative Psychology and Measurement, 5, 1-19.

Leonard Burns

Washington State University