Laura Mullins is an Assistant Professor in the Department of Applied Disability Studies. Dr. Mullins received her Doctor of Philosophy in Human Development from the University of Guelph and a Master of Arts in Applied Disability Studies from Brock University. She specialized in critical disability studies, applied behaviour analysis, trauma-Informed approaches, systemic and organizational change, and knowledge mobilization. She is a Board-Certified Behaviour Analyst with over 20 years of experience within the developmental service sector focusing on adults labelled with intellectual and developmental disabilities.
Dr. Mullins’ research interests are strongly rooted in critical disability studies and include topics related to addressing individual, organizational, and systemic factors that impact the quality of life of disabled people, accessibility within post-secondary education, accessible and appropriate housing, the effects of exposure to trauma for individuals and support services, assessment and treatment of challenging behaviours in adults with dual-diagnosis and implementing evidence-based practice within community organizations for adults labelled with intellectual and developmental disabilities.
In appreciation of the need for transformative research within disability studies, her research predominately represents participatory action research with disabled people and community-engaged research and scholarship with services that support persons with disabilities. She is a mixed-methods researcher who chooses research methods in response to the specific research question.
- Promoting quality of life for adults labelled with intellectual and developmental disabilities
- Addressing individual, organizational and systemic barriers that impede quality of life
- Improving well-being, mental health and organizational culture among Direct Support Professionals
- Evidence-based practices in the assessment and treatment of challenging behaviour for persons with dual-diagnosis
- Improving community organizations’ capacity to address challenging behaviour in adults with disabilities
- Exploring and addressing the effects of exposure to trauma for individuals and support services
- Supporting the educational and organizational rights for people with ID
- Endorsing accessibility within post-secondary education
Mullins, L., & Scott, V. (2022). A model for fostering community capacity to support adults with intellectual disabilities who engage in challenging behaviour: A scoping review. Journal of Intellectual Disabilities. https://doi.org/10.1177/17446295221114619
Mullins, L. & Mitchell, J. (2022). The transition online: A mixed-methods study of the impact of COVID-19 on students with disabilities in higher education. International Journal of Higher Education, 11(2), 13-29. https://doi.org/10.5430/ijhe.v11n2p13
Mullins, L. & Preyde, M. (2013). The lived experience of students having an invisible disability at university. Disability and Society, 28(2), 147–160. https://doi.org/10.1080/09687599.2012.752127
Preyde, M., Crawford, K., & Mullins, L. (2012). Patients’ satisfaction and wait times at Guelph general hospital emergency department before and after implementation of a process improvement project. Canadian Journal of Emergency Medicine, 14(3), 157-168. https://doi.org/10.2310/8000.2012.110590
Mullins, L., Owen, F. A., Griffiths, D., Sales, C. & Vyrostko, B. (2008). An Analysis of Systemic Aspects of Rights Training for People with Intellectual Disabilities. NADD 25th Annual Conference Proceedings, 6-12.