Au, A. H. C., Shum, K. K. M., Cheng, Y. T., Tse, M. Y., Wong, R. M. F., Li, J., & Au, T. K. (accepted). ASD screening in preschools. Autism.
Lo, J. Y. T., & Shum, K. K. M. (2020). 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.
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. (2020). Dimensional structure of the BRIEF2 and its relations with ADHD symptoms and task performance on executive functions in Chinese children. Child Neuropsychology.
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. DOI: 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. DOI: 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. DOI: 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. DOI: 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. DOI: 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. DOI: 10.1080/10888438.2014.938192
We are looking for highly motivated interns who love to work with children and teenagers to join our projects in 2020-2021. Interns will be involved in at least two projects: 1) a study on parent-child reading among preschoolers; and 2) school-based intervention for students with ADHD.
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 project.
– 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 (email@example.com).