Prof. Kathy Kar-man SHUM

EDUCATION

• Hons.B.Sc., Human Biology; M.Sc., Physiology (University of Toronto)
• PCEd; PCPsy; Ph.D., Educational Psychology (University of Hong Kong)

RESEARCH INTERESTS

Reading acquisition
Biliteracy development
Early childhood intervention
Socioemotional development
ASD & ADHD

RECENT PUBLICATIONS

Chan, W. W. L., Wu, K. C., Li, S. X., Tsang, K. K. Y., Shum, K. K. M., Kwan, H. W., Su, M. R., & Lam, S. F. (2024). Mindfulness-based intervention for schoolteachers: Comparison of video-conferencing group with face-to-face group. Mindfulness. https://doi.org/10.1007/s12671-024-02430-6

Chan, W. W. Y., Shum, K. K. M., Downs, J., Liu, N. T., & Sonuga-Barke, E. (2024). Attention-deficit/hyperactivity disorder (ADHD) in cultural context II: A comparison of the links between ADHD and waiting-related responses in Hong Kong and UK. European Child and Adolescent Psychiatry. https://doi.org/10.1007/s00787-024-02506-7

Wong, S. C. Y., & Shum, K. K. M. (2024). Exploring similarities and differences between shyness and social anxiety: An analysis of their relations with social emotional, social cognitive, and language outcomes in Hong Kong kindergarteners. International Journal of Early Childhood. https://doi.org/10.1007/s13158-024-00395-0

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=214741643

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.

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

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

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

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

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

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

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://doi.org/10.1007/s10802-022-00937-x

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, 92, 1109-1132.
https://doi.org/10.1111/bjep.12490

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

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

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

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

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​

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

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, 2820–2831.
https://doi.org/10.1007/s12671-021-01750-1

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

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

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

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​
​
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

Lo, J. Y. T., & Shum, K. K. M. (2021). Brief report: A randomized controlled trial of the effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders​, 51(6), 2146-2154.
https://doi.org/10.1007/s10803-020-04692-0

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​

Lam, C. W. C., Shum, K. K. M., Chui, Y. F., Choi, W. L., Wong, Y. M., & Yung, S. T. (2019). 香港2-6歲幼兒成長發展檢核表 [Developmental Checklist for Hong Kong Preschoolers Aged 2-6]. Hong Kong: Hong Kong Society for the Protection of Children.

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

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.

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.

Keung, Y. C., Ho, F. L., Kwan, P. S., & Shum, K. K. M. (2019). Think Bright 導思有法幼兒高階思維訓練教師手冊(小組訓練) [“Think Bright” higher-order thinking training program for preschoolers: Teacher’s manual for group training]. Hong Kong: Heep Hong Society.

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® intervention. Journal of Autism and Developmental Disorders, 49(2), 527-541.
https://doi.org/10.1007/s10803-018-3728-1

Lam, M. O., Shum, K. K. M., Wong, W. S., & Cho, W. K. (2018). 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 [Social skills for teenagers with developmental and autism spectrum disorders: The PEERS^® treatment manual]. Hong Kong: Routledge.

Keung, Y. C., Ho, F. L., Kwan, P. S., & Shum, K. K. M. (2018). Think Bright 導思有法幼兒高階思維訓練教師手冊 [“Think Bright” Higher-Order Thinking Training Program for Preschoolers: Teacher’s Manual]. Hong Kong: Heep Hong Society.

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

Kidd, J. C., Shum, K. K. M., Wong, A. M. Y., Au, T. K., & Ho, C. S. H. (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

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/10.1002/rrq.139

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

RESEARCH LABORATORY

Child and School Psychology Laboratory   (http://www.psychology.hku.hk/kshumlab/)
Our lab uses behavioral measurements as well as neuroimaging techniques to understand reading, thinking and learning in children and teenagers. We are actively engaged in the application of psychological theories and research findings to curriculum design and interventions. Our goal is to facilitate schools and parents to provide a nurturing environment for the growth and learning of children and adolescents.

RESEARCH INTERNSHIP

We are looking for highly motivated interns who love to work with children and teenagers to join our projects in 2024-2025. Interns will be involved in a school-based intervention project for students with ADHD and other projects in the lab.

Intern Duties:
Interns will help with data collection in kindergartens, primary and/or secondary schools. They may also be engaged in other tasks such as preparation of materials and data entry. Interns are expected to spend at least one day per week (preferably no less than 10-12 hours per week) on the internship.

Intern Selection:
– Strong commitment and high motivation
– Fluent in written and spoken Chinese (Cantonese) and English
– Mature and responsible
– Good interpersonal skills
– Experience in working with children and teenagers
– Preferably with teaching-related experience

How to apply:
Interested students should send an updated CV, transcript, and personal statement to Dr. Kathy Shum (kkmshum@hku.hk).