Assistant Professor
Dr. John Lum is an Assistant Professor in the School and Applied Child Psychology program. He previously served as the District Psychologist of the Vancouver School Board, where he conducted autism spectrum disorder and psychoeducational assessments for students requiring intensive support. Dr. Lum also provided consultation with teachers and school staff for students with behavioural and academic concerns as part of the school district’s Urgent Intervention Process team. He is a Qualified Specialist to conduct clinical diagnostic assessments with the British Columbia Autism Assessment Network. Dr. Lum received his Ph.D. in School Psychology from the University of Southern Mississippi and completed his pre-doctoral internship at the May Institute in Boston.
Scholarly Interests:
Dr. Lum’s research interests focus on behavioural interventions, particularly in school and classroom settings. His research incorporates teacher consultation and supporting learning for diverse populations. This includes individuals diagnosed with neurodevelopmental disorders, such as autism spectrum disorder and intellectual developmental disorder. Dr. Lum hopes to promote efficient and sustainable methods of supporting behavioural and academic outcomes for all students to improve their social-emotional wellbeing.
Theoretical Orientation:
Behavioural
Cognitive-Behavioural
University of Southern Mississippi, 2017, Ph.D., School Psychology (APA Accredited)
University of Southern Mississippi, 2015, M.A., School Psychology
University of British Columbia, 2010, B.Ed., Elementary Teacher Education
University of British Columbia, 2009, B.A., Psychology
Harry, S. W., Tingstrom, D. H., Dufrene, B. A., Dart, E. H., Radley, K. C., Lum, J. D. K., Bates-Brantley, K. E. (2022). The effects of tootling combined with public posting in high school classrooms. Journal of Behavioural Education, 32, 565–584.
Dawes, J. M., Lum, J. D. K., Silber Carr, J., Lambright, N. M., & Child, S. N. (2020). Using Data to Inform an Educational Staff Training Manual: Pilot Study. Journal of Human Services: Training, Research, and Practice, 5, 1-27.
Lum, J. D. K., Radley, K. C., Tingstrom, D. H., Dufrene, B. A., Olmi, D. J., & Wright, S. J. (2018). Tootling with a randomized independent group contingency to improve high school classwide behavior. Journal of Positive Behavior Interventions, 21, 93-105.
Lum, J. D. K., Tingstrom, D. H., Dufrene, B. A., Radley, K. C., & Lynne, S. (2017). Effects of tootling on classwide disruptive and academically engaged behavior of general-education high school students. Psychology in the Schools, 54, 370-384.
Lynne, S., Radley, K. C., Dart, E. H., Tingstrom, D. H., Barry, C. T., & Lum, J. D. K. (2017). Use of a technology-enhanced version of the Good Behavior Game in an elementary school setting. Psychology in the Schools 54, 1049-1063.
Radley, K. C., Dart, E. H., Moore, J. W., Lum, J. D. K., & Pasqua, J. (2017). Enhancing appropriate and variable responding in young children with autism spectrum disorder. Developmental Neurorehabilitation, 8, 538-548.
Radley, K. C., O’Handley, R. D., Battaglia, A. A., Lum, J. D. K., Dadakhodjaeva, K., Ford, W. B., & McHugh, M. B. (2017). Effects of a social skills intervention on children with autism spectrum disorder and peers with shared deficits. Education and Treatment of Children, 40, 233-262.
O’Handley, R. D., Radley, K. C., & Lum, J. D. K. (2016) Promoting social communication in a child with specific language impairment. Communication Disorders Quarterly, 37, 199-210.
Radley, K. C., Ford, W. B., McHugh, M. B., Dadakhodjaeva, K., O’Handley, R. D., Battaglia, A. A., & Lum, J. D. K. (2015). Use of Superheroes Social Skills to promote accurate social skill use. Journal of Autism and Developmental Disorders, 45, 3048-3054.