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.
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.
Shum, K. K. M., Wong, R. M. F., Au, A. H. C., & Au, T. K. (2021). Autism spectrum disorder screening in Chinese-language preschools. Autism
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.
Michael, R., & Shum, K. K. M. (2021). Future perceptions of Israeli and Hong Kong young adults. International Journal for Educational and Vocational Guidance.
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.
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.
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
Qiu, C., & Shum, K. K. M. (2021). Emotion coaching intervention for Chinese mothers of preschoolers: A randomized controlled trial. Child Psychiatry & Human Development.
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.
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.
Shum, K. K. M., Chan, W. W. L., Tsoi, E. W. S., & Lam, S. F. (2020). Being the minority hurts or helps? A moderated mediation model of group membership, cross-cultural acceptance, and school adjustment. Group Processes and Intergroup Relations.
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.
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.
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.
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.
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.
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.