Old vintage books over beautiful bokeh background

Journal Publications

(Name with underline denotes student/junior researcher formerly or currently working in this lab; *denotes corresponding author(s); ^denotes co-first author)

  1. Yuen, M., Chan, K., Chau, L., Shum, K. K. M., Ip, H. L., Shao, S., & Lee, D. (In press). Early intervention for young children with special educational needs in Hong Kong SAR: A Chinese perspective. In W. Beamish & M. Yuen (Eds.). Fostering early intervention services and programs for young children with disabilities in the Asia-Pacific Region. Springer Nature.
  1. Zheng, Q.& Shum, K. K. M.* (2024). Brief Report: A randomized controlled trial of a digital working memory intervention for preschoolers displaying ADHD symptoms. Journal of Autism and Developmental Disorders.https://doi.org/10.1007/s10803-023-06213-1
  1. Chan, W. W. Y., Shum, K. K. M., Downs, J., & Sonuga-Barke, E.* (2024). An experimental task to measure preschool children’s frustration induced by having to wait unexpectedly: The role of sensitivity to delay and culture. Journal of Experimental Child Psychology, 237, 105763. https://doi.org/10.1016/j.jecp.2023.105763
  1. Yeung, K. Y., Chan, T. C., Chan, H. Y., Shum, K. K. M.*, & Tso, R. V. Y.* (2023). Word reading transfer in two distinct languages in reading interventions: How Chinese-English bilingual children with reading difficulties learn to read. Research in Developmental Disabilities, 137, 104501. https://doi.org/10.1016/j.ridd.2023.104501
  1. Havighurst, S. S.*, Choy, R., Ulker, A., Otterpohl, N., Meybodi, F. A., Edrissi, F., Qiu, C., Shum, K. K. M., Radovini, A., Hosn, D. A., & Kehoe, C. E. (2022). A preliminary evaluation of the cultural appropriateness of the Tuning in to Kids parenting program in Germany, Turkey, Iran and China. International Journal of Environmental Research and Public Health, 19(16), 10321. https://www.mdpi.com/1660-4601/19/16/10321/htm
  1. Yu, N. K. K.^, Shum, K. K. M.^*, Lam, Y. Y., Kwan, Q. K. L., Ng, S. Y. P., & Chan, N. T. T. (2022). Sensitivity training for mothers with premature infants: A randomized controlled trial. Journal of Pediatric Psychology, 47(10), 1167-1184.
    https://academic.oup.com/jpepsy/advance-article/doi/10.1093/jpepsy/jsac051/6603087?guestAccessKey=a959b989-6444-4b99-b427-294914a92e87
  1. Chan, W. W. Y., Shum, K. K. M., Sonuga-Barke, E.* (2022). Attention-deficit/hyperactivity disorder in cultural context: Do parents in Hong Kong and the United Kingdom adopt different thresholds when rating symptoms, and if so why? International Journal of Methods in Psychiatric Research, 31(3), e1923. https://doi.org/10.1002/mpr.1923
  1. Zheng, Q., Cheng, Y. Y., Sonuga-Barke, E., & Shum, K. K. M.* (2022). Do executive dysfunction, delay aversion, and time perception deficit predict ADHD symptoms and early academic performance in preschoolers? Research on Child and Adolescent Psychopathology, 50, 1381-1397. https://link.springer.com/article/10.1007/s10802-022-00937-x
  1. Keung, A. Y. C., Ho, V. F. L., & Shum, K. K. M.* (2022). Early cognitive intervention using mediated learning for preschoolers with developmental delay: A randomized controlled trial. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12490
  1. Shum, K. K. M.*, Zheng, Q., Wong, W. L. L., Wong, Y. M., & Lam, C. W. C. (2022). Validation of a developmental screening checklist for Chinese preschoolers in Hong Kong. Child Neuropsychology, 28(8) 997-1030. https://doi.org/10.1080/09297049.2022.2038117
  1. Qiu, C., & Shum, K. K. M.* (2022). Relations between caregivers’ emotion regulation strategies, parenting styles, and preschoolers’ emotional competence in Chinese parenting and grandparenting. Early Childhood Research Quarterly, 59, 121-133. https://doi.org/10.1016/j.ecresq.2021.11.012
  1. Qiu, C., & Shum, K. K. M.* (2022). Emotion coaching intervention for Chinese mothers of preschoolers: A randomized controlled trial. Child Psychiatry & Human Development, 53, 61-75. https://doi.org/10.1007/s10578-020-01101-6
  1. Shum, K. K. M.*, Wong, R. M. F., Au, A. H. C., & Au, T. K. (2022). Autism spectrum disorder screening in Chinese-language preschools. Autism, 26(2), 545-551. https://doi.org/10.1177/13623613211039373
  1. Zheng, Q., Wang, X., Chiu, K. Y., & Shum, K. K. M.* (2022). Time perception deficits in children and adolescents with ADHD: A meta-analysis. Journal of Attention Disorders, 26(2), 267-281. https://doi.org/10.1177/1087054720978557
  1. Michael, R.*, & Shum, K. K. M. (2022). Future perceptions of Israeli and Hong Kong young adults. International Journal for Educational and Vocational Guidance, 22(1), 169-190. https://doi.org/10.1007/s10775-021-09479-y
  1. Chan, R. F. Y., Qiu, C., & Shum, K. K. M.* (2021). Tuning in to kids: A randomized controlled trial of an emotion coaching parenting program for Chinese parents in Hong Kong. Developmental Psychology, 57(11), 1796–1809. https://doi.org/10.1037/dev0001258
  1. Tsang, K. K. Y., Shum, K. K. M.*, Chan, W. W. L., Li, S. X., Kwan, H. W., Su, M. R., Wong, B. P. H., & Lam, S. F. (2021). Effectiveness and mechanisms of mindfulness training for school teachers in difficult times: A randomized controlled trial. Mindfulness, 12(11), 2820–2831. https://doi.org/10.1007/s12671-021-01750-1
  1. Shum, K. K. M.*, Au, T. K., Romo, L. F., & Jun, S. (2021). Learning challenging L2 sounds via computer training: High-variability perceptual training for children and adults. Language Learning and Development, 17(4), 327-342. https://doi.org/10.1080/15475441.2021.1876699
  1. Lam, S. F., Shum, K. K. M.*, Chan, W. W. L., & Tsoi, E. W. S. (2021). Acceptance of outgroup members in schools: Developmental trends and roles of perceived norm of prejudice and teacher support. British Journal of Educational Psychology, 91(2), 676-690. https://doi.org/10.1111/bjep.12387
  1. Au, A. H. C.^, Shum, K. K. M.^*, Cheng, Y. T., Tse, M. Y., Wong, R. M. F., Li, J., & Au, T. K.* (2021). Autism spectrum disorder screening in preschools. Autism, 25(2), 516-528. https://doi.org/10.1177/1362361320967529
  1. Shum, K. K. M.*, Zheng, Q., Chak, G. S., Kei, K. T. L., Lam, C. W. C., Lam, I. K. Y., Lok, C. S. W., & Tang, J. W. Y. (2021). Dimensional structure of the BRIEF2 and its relations with ADHD symptoms and task performance on executive functions in Chinese children. Child Neuropsychology, 27(2), 165-189. https://doi.org/10.1080/09297049.2020.1817355 
    https://doi.org/10.1007/s10803-020-04692-0
  1. Shum, K. K. M., Chan, W. W. L.*, Tsoi, E. W. S., & Lam, S. F. (2021). Being the minority hurts or helps? A moderated mediation model of group membership, cross-cultural acceptance, and school adjustment. Group Processes and Intergroup Relations, 24(8), 1355-1371. https://doi.org/10.1177/1368430220952137
  1. Su, M., & Shum, K. K. M.* (2019). The moderating effect of mindfulness on the mediated relation between critical thinking and psychological distress via cognitive distortions among adolescents. Frontiers in Psychology, 10, 1455. https://doi.org/10.3389/fpsyg.2019.01455
  1. Shum, K. K. M.*, Cho, W. K., Lam, L. O. M., Laugeson, E. A., Wong, W. S., & Law, L. S. K. (2019). Learning how to make friends for Chinese adolescents with autism spectrum disorder: A randomized controlled trial of the Hong Kong Chinese version of the PEERS® Journal of Autism and Developmental Disorders, 49(2), 527-541. https://doi.org/10.1007/s10803-018-3728-1
  1. Shum, K. K. M.*, & Au, T. K. (2017). Why does rapid naming predict Chinese word reading? Language Learning and Development, 13(1), 127-142. https://doi.org/10.1080/15475441.2016.1232651
  1. Kidd, J. C., Shum, K. K. M., Wong, A. M. Y., Ho, C. S. H., & Au, T. K.* (2017). Auditory perception and word recognition in Cantonese-Chinese speaking children with and without specific language impairment. Journal of Child Language, 44(1), 1-35. https://doi.org/10.1017/S0305000915000604
  1. Shum, K. K. M.*, Ho, C. S. H., Siegel, L. S., & Au, T. K. (2016). First-language longitudinal predictors of second-language literacy in young L2 learners. Reading Research Quarterly, 51(3), 323-344. https://doi.org/1002/rrq.139
  1. Kidd, J. C., Shum, K. K. M., Ho, C. S. H., & Au, T. K.* (2015). Phonological representations and early literacy in Chinese.Scientific Studies of Reading, 19(2), 89-113. https://doi.org/10.1080/10888438.2014.938192

Books

  1. Tang, J. W. Y., Wong, N. K., Wong, H. Y., Cheng, W. S., Shum, K. K. M. (2023). User Manual for the Classroom Observation Scale for Autism in Preschool (COSA-P). [“幼兒社交課堂觀察量表”使用手冊]. Department of Psychology, The University of Hong Kong and Quality Education Fund. https://resources.hkedcity.net/resource_detail.php?rid=2147416437
  1. Lam, C. W. C., Shum, K. K. M., Chui, Y. F., Choi, W. L., Wong, Y. M., & Yung, S. T. (2019). Developmental checklist for Hong Kong preschoolers aged 2-6 [香港2-6歲幼兒成長發展檢核表 ]. Hong Kong: Hong Kong Society for the Protection of Children.
  1. Tsoi, E. W. S., Lai, H. Y., Chan, E. W. M., Shum, K. K. M., Chan, W. W. L., & Lam, S. F. (2019). School without borders—Inclusion program for primary school students. Hong Kong: The Hong Kong Jockey Club Charities Trust & Faculty of Social Sciences, The University of Hong Kong.
  1. Tsoi, E. W. S., Lai, H. Y., Chan, E. W. M., Chan, W. W. L., Shum, K. K. M., & Lam, S. F. (2019). School without borders—Inclusion program for secondary school students. Hong Kong: The Hong Kong Jockey Club Charities Trust & Faculty of Social Sciences, The University of Hong Kong.
  1. Keung, Y. C., Ho, F. L., Kwan, P. S., & Shum, K. K. M. (2019). “Think Bright” higher-order thinking training program for preschoolers: Teacher’s manual for group training [Think Bright導思有法幼兒高階思維訓練教師手冊(小組訓練)]. Hong Kong: Heep Hong Society.
  1. Keung, Y. C., Ho, F. L., Kwan, P. S., & Shum, K. K. M. (2018). “Think Bright” higher-order thinking training program for preschoolers: Teacher’s manual for individual training [Think Bright導思有法幼兒高階思維訓練教師手冊]. Hong Kong: Heep Hong Society.
  1. Lam, M. O., Shum, K. K. M., Wong, W. S., & Cho, W. K. (2018). Social skills for teenagers with autism spectrum disorders: The PEERS® treatment manual (Chinese version) [自閉症青少年交友聯誼的社交技巧“友來友往”社交訓練手冊]. Hong Kong: Routledge.

Conference Presentations

(Name with underline denotes student/junior researcher formerly or currently working in this lab) 

  1. Lui, W. H., Cheung, A. N. S., & Shum, K. K. M. (March, 2023). Effectiveness of video feedback intervention in enhancing parent-child interaction for children with ADHD. Presentation for the 2023 International Convention of Psychological Science (ICPS), Brussels, Belgium.
  1. Zheng, Q., & Shum, K. K. M. (March, 2023). Efficacy of an online, self-paced, working memory training for preschoolers with ADHD and the relation between working memory and time perception. Presentation for the 2023 International Convention of Psychological Science (ICPS), Brussels, Belgium.
  1. Wong, S., Kong, M., Lee, S. W., & Shum, K. K. M. (November, 2022). Brain-based emotion coaching parenting program. Presentation for the CIFA Regional Symposium & MSF Asian Family Conference 2022, Singapore (Awarded the Silver Award and My Favourite Project Award by the Wofoo Asian Award for Advancing Family Well-Being).
  1. Shum, K. K. M., Chak, G. S., Kei, K. T. L., Lam, C. W. C., Lam, I. K. Y., Lok, C. S. W., Tang, J. W. Y., & Zheng, Q. (July, 2021). Relations between executive function difficulties in children with ADHD, parenting stress, and parenting behaviors in Chinese parents. Presentation for the 42nd Annual Conference of the International School Psychology Association, Nicosia, Cyprus.
  1. Michael, R., & Shum, K. K. M. (July, 2021). Future perceptions of Israeli and Hong Kong young adults. Presentation for the 32nd International Congress of Psychology, Prague, Czech Republic.
  1. Lo, J. Y. T., Tang, J. W. Y., Luk, K. L., & Shum, K. K. M. (July, 2021). The effectiveness of parent-implemented dialogic reading among preschoolers with and without autism spectrum disorder. Presentation for the Hong Kong ASD Conference 2021: Community Engagement and Integration of Care, Hong Kong.
  1. Yu, N. K. K., Shum, K. K. M., Lam, Y. Y., Kwan, Q. K. L., Ng, S. Y. P., & Chan, N. T. T. (May, 2021). Sensitivity training for mothers with premature infants: A randomized controlled trial. Presentation for the Hospital Authority Convention 2021, Hong Kong (Awarded Best Oral Presentation).
  1. Shum, K. K. M., & Lo, J. Y. T. (August, 2019). Reading intervention for preschoolers with autism spectrum disorder. Presentation for the APA Convention 2019, Chicago,
  1. Mak, M. H. C., & Qiu, C., & Shum, K. K. M. (July, 2019). L2 (English) spelling is positively correlated with L2 vocabulary size, but not with a measure that putatively taps visual statistical learning. Presentation for the LKALE SIG Meeting 2019, Oxford, UK.
  1. Mak, M. H. C., Qiu, C., & Shum, K. K. M. (July, 2019). Does performance on a visual statistical learning test correlate with L2 spelling? Sample size matters, a lot. Presentation for the Society for the Scientific Study of Reading Annual Conference 26th Annual Meeting, Toronto, Canada.
  1. Keung, Y. C., Ho, F. L., & Shum, K. K. M. (June, 2019). Early cognitive training using dynamic assessment and mediated learning among preschoolers with developmental delay: The Think Bright Project. Presentation for the Rehabilitation International Asia and Pacific Regional Conference 2019, Macau, China.
  1. Shum, K. K. M., & Ng, A. S. Y. (March, 2019). Reading versus playing: Effects of interactive parent-child reading and playing number board games on language and cognitive gains among preschoolers. Presentation for the International Convention of Psychological Science 2019, Paris, France.
  1. Qiu, C., & Shum, K. K. M. (March, 2019). Parenting styles and children’s emotion regulation: Generational differences in the mediation effects of parenting styles on the intergenerational transmission of emotion regulation. Presentation for the International Convention of Psychological Science 2019, Paris, France.
  1. Shum, K. K. M., Chan, W. W. L., Tsoi, E. W. S., & Lam, S. F. (July, 2018). Being the minority hurts or helps? A moderated mediation model on group membership, intercultural acceptance, and school engagement. Presentation for the 40th Conference of International School Psychology Association, Tokyo, Japan.
  1. Chan, W. W. L., Shum, K. K. M., Tsoi, E. W. S., & Lam, S. F. (July, 2018). Predictors and psychosocial outcomes of acculturation strategies among ethnic minority students. Presentation for the 40th Conference of International School Psychology Association, Tokyo, Japan.
  1. Lam, S. F., Chan, W. W. L., Shum, K. K. M., & Tsoi, E. W. S. (July, 2018). Acceptance of outgroup members in schools: Developmental trend and roles of supportive school culture, stigma awareness, and teacher support. Presentation for the 40th Conference of International School Psychology Association, Tokyo, Japan.
  1. Tsoi, E. W. S., Chan, W. W. L., Shum, K. K. M., & Lam, S. F. (July, 2018). The role of social identity in intergroup attitudes, stigma awareness, and acculturation among students from different ethnic backgrounds. Presentation for the 40th Conference of International School Psychology Association, Tokyo, Japan.
  1. Tso, R. V., Yeung, K. K., Hsiao, J. H. W., & Shum, K. K. M. (July, 2018). Salvaging English literacy as L2 in native Chinese-speaking children with dyslexia. Presentation for the Society for the Scientific Study of Reading Annual Conference 25th Annual Meeting, Brighton, UK.
  1. Qiu, C., & Shum, K. K. M. (May, 2018). Contribution of parenting styles and parental emotion regulation to preschoolers’ emotion regulation: Does parents’ sibling experience matter?Presentation for the 30th Annual Convention of the Association for Psychological Science, San Francisco, CA, USA.
  1. Shum, K. K. M., Cho, K., Lam, M. O., & Laugeson, E. A. (March, 2017). Parent-assisted social skills training for adolescents with Autism Spectrum Disorders using the Chinese-Cantonese version of the PEERS Program.  Presentation for the International Convention of Psychological Science, Vienna, Austria.
  1. Shum, K. K. M., & Au, T. K. (July, 2016). Repeated oral reading intervention as a window onto rapid automatized naming and word reading fluency in Chinese and English. Presentation for the 31st International Congress of Psychology 2016, Yokohama, Japan.
  1. Cho, W. K., Shum, K. K. M., & Lam, M. O. (July 2016). A randomized controlled trial of the Chinese-Cantonese version of PEERS® for teens with ASD in Hong Kong. Presentation for theHong Kong ASD Conference 2016: Supporting Learning and Development, Hong Kong.
  1. Shum, K. K. M., & Au, T. K. (March, 2015). Nature of the relationship between rapid automatized naming and reading in Chinese. Presentation for the International Convention of Psychological Science, Amsterdam, Netherlands.
  1. Shum, K. K. M., Ho, C. S. H., Siegel, L. S., & Au, T. K. (June, 2014). First-language predictors of second-language literacy in young L2 learners. Presentation for the Hong Kong Psychological Society Annual Conference, Hong Kong. (Awarded First Prize for poster presentation at the conference.)
  1. Shum, K. K. M., Ho, C. S. H., Siegel, L. S., & Au, T. K. (May, 2014). First-language abilities as predictors of second-language literacy in young Chinese-speaking English L2 learners. Presentation for the 14th Annual Research Postgraduate Conference, University of Hong Kong, Hong Kong.
  1. Shum, K. K. M., Ho, C. S. H., Siegel, L. S., & Au, T. K. (April, 2013). First-language abilities as predictors of second-language literacy in Chinese-English bilingual children. Presentation for the Biennial Meeting of the Society for Research in Child Development, Seattle, Washington.
  1. Shum, K. K. M., Kidd, J. C., Ho, C. S. H., & Au, T. K. (April, 2013). Phonological representations, phonological processing, and reading in Cantonese-Chinese children. Presentation for the Biennial Meeting of the Society for Research in Child Development, Seattle, Washington.