Link

https://scholar.google.com/citations?hl=en&user=uzbb3fMAAAAJ

https://orcid.org/0000-0001-7699-6586

Introduction

Prof. Gary Lam completed his Bachelor of Social Science in Psychology at The Chinese University of Hong Kong. He obtained the Master of Arts, Educational Specialist, and Doctor of Philosophy in School Psychology from the University of South Florida. He received clinical training through a predoctoral clinical internship in the Center for Mental Health (formally known as Center for Mental Health Policy and Services Research) at The University of Pennsylvania and a Postdoctoral Fellow in Emory Autism Center at Emory University School of Medicine.

Prof. Lam is a Registered Educational Psychologist in Hong Kong, Licensed Psychologist in the state of Georgia in United States, Nationally Certified School Psychologist in the United States, and Board Certified Behavior Analyst.

Prof. Lam’s research focuses on better understanding neurodivergent individuals, including autism and other developmental conditions, from their first-person perspectives. He also aspires to engage various community stakeholders to promote neurodivergent individuals’ well-being across the lifespan. He has extensive clinical experience working with children, young adults, and their families, teachers, and employers in educational and community settings.

Research Interest

• Autism
• Post-school transition
• Postsecondary education
• Career development
• Behavioral and mental health
• Psychological well-being
• Qualitative methodologies
• Critical disability studies
• Neurodiversity

Courses Taught

Recent Publications

1. Wang, Y., Chen, Z., Song, P., Lam, G. Y. H., Kang, X., Wong, P. C., & Geng, X. (2025). Diagnosis-informed neuro-subtyping reveals subgroups of autism spectrum disorder with reliable and distinct functional connectivity profiles. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 111452.
2. Lam, G. Y. H., MacCormack, J., Williams, D., Antony, T., Kofner, B., & Gillespie-Lynch, K. (2025). Online training module to reduce stigma and improve knowledge about autism in pre-service teachers: Cross-cultural comparison of Hong Kong and Canada. Research in Autism. Advance online publication.
3. Chow, C. K. C., & Lam, G. Y. H. (2025). “I thought about whether my answers represent what I am like”: Hong Kong autistic females’ perspectives on Autism Spectrum Quotient (AQ). Qualitative Health Research. 
4. Lam, G. Y. H. , Chow, C. K. C., & Chan, S. W. (2025). A qualitative exploration of the experience of autistic females in Hong Kong. Autism, 29 (4), 1047-1057.
5. Lam, G. Y. H. (2025). Positive experiences in postsecondary education among autistic youths in Hong Kong. Autism in Adulthood, 7 (2), 201-211.
6. Lam, G. Y. H. , & Wong, H. T. (2024). The representation of neurodivergent individuals in Radio Television Hong Kong's television series A Wall-less World. International Journal of Qualitative Studies in Education, 37 (2).
7. Lam, G. Y. H. , Timmons, J., & Zalewska, A. (2023). Program logic model and impacts perceived by stakeholders in a post-school transition program for autistic young adults. Research in Autism Spectrum Disorders, 107, 102220.
8. Lam, G. Y. H. , Wong, H. Y., & Zhang, M. (2023). A systematic narrative review of implementation, processes, and outcomes of Human Library. International Journal of Environmental Research and Public Health, 20, 2485.
9. Lam, G. Y. H. , Sabnis, S., Migueliz Valcarlos, M., & Wolgemuth, J. (2021). A critical review of academic literature constructing well-being in autistic adults. Autism in Adulthood, 3, 61-71.
10. Bernhardt, J. B., Lam, G. Y. H. , Thomas, T., Cubells, J. F., Bohlke, K., Reid, M., & Rice, C. E. (2020). Meaning in measurement: Evaluating young autistic adults' active engagement and expressed interest in quality-of-life goals. Autism in Adulthood, 2, 227-242.
11. Lam, G. Y. H. , Holden, E., Fitzpatrick, M., Raffaele Mendez, L., & Berkman, K. (2020). “Different but connected”: A participatory action research using Photovoice to explore well-being in young adults with autism. Autism, 24, 1246-1259.
12. Raffaele Mendez, L., Berkman, K., Lam, G. Y. H., & Dawkins, C. (2019). Fostering resilience among couples coparenting a young child with autism: An evaluation of Together We Are Stronger. American Journal of Family Therapy, 47, 165-182.
13. Iao, L.-S., Wippich, A., & Lam, G. Y. H. (2018). Brief report: Discrimination of foreign speech pitch and autistic traits in non-clinical population. Journal of Autism and Developmental Disorders, 48, 284-289.
14. Cheng, S. T. T., Lam, G. Y. H. , & To, C. K. S. (2017). Pitch perception in tone language-speaking adults with and without Autism Spectrum Disorders. i-Perception, 8, 1-15.
15. Lam, G. Y. H. (2017). Connecting theory, knowledge, and practice: A review of Action Research for Nurses. The Qualitative Report, 22, 2367-2368.
16. Lam, G. Y. H. & Wong, Z. Y. W. (2017). 快樂王國:正向心理親子書 [Happy kingdom: Positive psychology book for parents and children]. Hong Kong: Hong Kong Federation of Youth Groups.
17. Wolgemuth, J. R., Agosto, V., Lam, G. Y. H. , Riley, M. W., Jones, R., & Hicks, T. (2016). Storying transition-to-work for/and youth on the autism spectrum in the United States: A critical construct synthesis of academic literature. Disability & Society, 31, 777-797.
18. To, C. K. S., Yim, S. F. Y., Lam, G. Y. H. , & Iao, L. S. (2016). Persuasion in Chinese school-age children with and without Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 31, 231-240.
19. Suldo, S. M., & Lam, G. Y. H. (2016). Cross-cultural and international considerations. In S. M. Suldo, Promoting student happiness: Positive psychology interventions in school (pp. 135-145). New York: Guilford.
20. To, C. K. S., Li, X. X., Lee, W. Y. R., Lam, G. Y. H., Cheung, C. Y. C., Cheung, F. Y. K., … McPherson, B. (2016). Talent acquisition – Can you be a “Bo Le”? [能人所不能，慧眼覓良人——你可以做伯樂嗎？] Hong Kong: Center for Communication Disorders, University of Hong Kong.
21. Suldo, S. M., Hearon, B. V., Dickinson, S., Esposito, E., Wesley, K. L., Lynn, C., & Lam, G. Y. H. (2015). Adapting positive psychology interventions for use with elementary school children. National Association of School Psychologists Communique, 43, 4-8.
22. Ogg, J., Montesino, M., Kozdras, D., Ornduff, R., Lam, G. Y. H., & Takagishi, J. (2015). Perceived mental health, behavioral, and adaptive needs for children in Medical Foster Care. Journal of Child and Family Studies, 24, 3610-3622.
23. Bradley-Klug, K. L., Garofano, J., Lynn, C., DeLoatche, K. J., & Lam, G. Y. H. (2015). Returning to school after a concussion: Facilitating problem solving through effective communication. School Psychology Forum, 9, 184-198.
24. To, C. K. S., Lui, H. M., Li, X. X., & Lam, G. Y. H. (2015). A randomized controlled trial of two syntactic treatment procedures with Cantonese-speaking, school-age children with language disorders. Journal of Speech, Language, & Hearing Research, 58, 1258-1272.
25. Li, J. P. W., Law, T., Lam, G. Y. H., & To, C. K. S. (2013). Role of sentence-final particles and prosody in irony comprehension in Cantonese-speaking children with and without Autism Spectrum Disorder. Clinical Linguistics & Phonetics, 27, 18-32.
26. Wong, G. K. Y., To, C. K. S., Lee, A. M., Chan, A. Y., & Lam, G. Y. H. (2013). Effect of prenatal maternal depression on early speech sound acquisition: A preliminary study. Speech, Language, and Hearing, 16, 215-220.

Recent Projects

• Exploring the experiences and needs of college students with Autism Spectrum Disorder
• Investigation of needs and priorities of Hong Kong autism community
• Motivational interviewing intervention supporting students with special education needs transitioning to postsecondary education
• Application of Universal Design of Learning framework in supporting diverse learning needs in postsecondary education
• Investigation of reading, writing, and social-emotional needs of students with Borderline Intellectual Functioning