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

Chan, H. W., Hsu, L. S. J., & Shum, K. K. M. (2025). Exploring the human-animal interaction (HAI) for children with ASD across countries: A systematic review. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-025-06745-8

Chan, W. W. Y., Shum, K. K. M., Downs, J., & Sonuga-Barke, E.* (2024). Are ADHD trajectories shaped by the social environment? A longitudinal study of maternal influences on the preschool origins of delay aversion. Journal of Child Psychology and Psychiatry. https://doi.org/10.1111/jcpp.14103

Zheng, Q., Kei, K. T. L., Chiu, K. Y., & Shum, K. K. M.* (2024).Study protocol of a randomized controlled trial of the effects of near-infrared spectroscopy neurofeedback training coupled with virtual reality technology in children with ADHD. BMJ Open, 14, e093183. https://doi.org/10.1136/bmjopen-2024-093183

Tang, W. Y., Hau, C. C. F., Tong, W. M., Watt, R. M., Yiu, C. K. Y., & Shum, K. K. M.*(2025). Alterations of oral microbiota in young children with autism: Unraveling potential biomarkers for early detection. Journal of Dentistry, 152, 105486. https://doi.org/10.1016/j.jdent.2024.105486

Lam, S. F., Tsang, K. K. Y., Shum, K. K. M..*, Wong, G. H. Y., Wong, S. W. H., Wu, K. C., Kwan, H. W. & Su, M. R. (2024). Emotion regulation versus emotion care as a mechanism of mindfulness in predicting well-being. Mindfulness. https://doi.org/10.1007/s12671-024-02471-x

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

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://link.springer.com/article/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. 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). 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

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

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

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

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

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

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

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.*, 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

Lo, J. Y. T., & Shum, K. K. M.* (2021). 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

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

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

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., 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

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

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

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201320142015201620172018201920212022202320242025

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

Zheng, Q., Chan, S. F., Kei, K. T. L., & Shum, K. K. M. (May, 2025). Effects of functional near-infrared spectroscopy (FNIRS)-based neurofeedback training with virtual reality for children with ADHD. Presentation for the Society for Research in Child Development (SRCD) 2025 Biennial Meeting, Minneapolis, USA.

Siu, Q. K. Y., Happé, F., Loth, E., & Shum, K. K. M. (May, 2025). A qualitative exploration of the range of strategies used to cope in social situations: A framework analysis with data from 342 autistic and non-autistic adults in Hong Kong. Presentation for the International Society for Autism Research (INSAR) 2025 Annual Meeting, Seattle, USA.

Siu, Q. K. Y., Happé, F., Loth, E., & Shum, K. K. M. (July, 2024). Autistic traits, social camouflaging and mental health: Exploring the role of motivational processes. Presentation for the 33rd International Congress of Psychology, Prague, Czech Republic.

Lam, I. K. Y., Hong, J., & Shum, K. K. M. (July, 2024). Mediating role of emotion regulation between ADHD children’s adjustment and parents’ well-being. Presentation for the 33rd International Congress of Psychology, Prague, Czech Republic.

Li, J. X., Hui, B. K. H., Zheng, Q., & Shum, K. K. M., (July, 2024). Training needs of social skills and emotion regulation in children with different ADHD presentations. Presentation for the 33rd International Congress of Psychology, Prague, Czech Republic.

Tang, W. Y., Hau, C. C. F., Tong, W. M., Watt, R. M., Yiu, C. K. Y., & Shum, K. K. M. (July, 2024). Exploring potential biomarkers for early detection: Alterations in oral microbiota in young children with autism. Presentation for the 33rd International Congress of Psychology, Prague, Czech Republic.

Tang, W. Y., & Shum, K. K. M. (July, 2024). Leveraging translational insight: Empowering preschool in-service teachers to identify children with autism spectrum disorder (ASD) in classrooms. Presentation for the 33rd International Congress of Psychology, Prague, Czech Republic.

Tso, R. V. Y, Chan, T. C. R., Yeung, K. Y. K., Savage, R., Siok, W. T., & Shum, K. K. M. (July, 2024). Decoding the bilingual puzzle in Chinese children with dyslexia: Should L2 English literacy be salvaged through assimilation or accommodation? Presentation for the CogSci 2024, Rotterdam, Netherlands.

Li, E. Y. L., Siu, Q. K. Y., Zheng, Q., & Shum, K. K. M. (July, 2024). Relations between workplace conditions, job satisfaction, psychological well-being and job commitment among teachers in Hong Kong. Presentation for the 45th Annual Conference of the International School Psychology Association (ISPA), Riga, Latvia.

Tang, W. Y., & Shum, K. K. M. (July, 2024). Research in practice: Facilitating early identification of young children with autism spectrum disorder among preschool in-service teachers. Presentation for the 45th Annual Conference of the International School Psychology Association (ISPA), Riga, Latvia.

Kwan, D. H. W., Shum, K. K. M., & Lam, S. F. (July, 2024). Comparing the effectiveness of parent management training and mindful parenting program: A randomized controlled trial. Presentation for the 45th Annual Conference of the International School Psychology Association (ISPA), Riga, Latvia.

Siu, Q. K. Y., Happé, F., Loth, E., & Shum, K. K. M. (May, 2024). Motivations for the use of social compensatory strategies in a non-Western context. Presentation for the International Society for Autism Research (INSAR) 2024 Annual Meeting, Melbourne, Australia.

Tso, R. V. Y., Siok, W. T., Savage, R., Chan, R. T. C., Yeung, K. K. Y., & Shum, K. K. M. (May, 2024). Decoding the bilingual puzzle with accommodation-assimilation hypothesis perspective: Salvaging English literacy in Chinese children with dyslexia through letter-sound-correspondence processing skills. APS Annual Convention 2024, San Francisco, USA.

Kei, K. T. L., & Shum, K. K. M. (November, 2023). Emotional dispositions and maladaptive behaviours in children with attention-deficit/hyperactivity disorder. Presentation for the 9th International Congress of Clinical and Health Psychology in Children and Adolescents, Valencia, Spain.

Lam, I. K. Y., & Shum, K. K. M. (November, 2023). Emotion regulation and online parenting interventions for children with ADHD - A randomized controlled trial. Presentation for the 9th International Congress of Clinical and Health Psychology in Children and Adolescents, Valencia, Spain.

Zheng, Q., Hui, B. K. H., Li, J. X., & Shum, K. K. M. (November, 2023). Development and validation of a questionnaire to assess adaptive functioning in school for students with ADHD. Presentation for the 9th International Congress of Clinical and Health Psychology in Children and Adolescents, Valencia, Spain.

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.

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.

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).

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.)

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.

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.

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.

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

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

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.

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.

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.

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.

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.

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.