IPAR - Mullins Research
Research Areas
Enhancing the Quality of Life of Adults Living with Intellectual Disabilities
Participatory Action Research
Voices Lost in Crisis: Adults with Intellectual Disabilities Share Their Lived Experiences During the COVID-19 Pandemic
The Photovoice Voices Lost in Crisis project is a participatory action research project exploring the experiences of 13 adults living with an intellectual disability through the COVID-19 Pandemic in 2020. We sought to explore the impact the pandemic and societal responses had on the lives of adults with intellectual disabilities. Through the research, we wanted to identify concerns related to social isolation, mental health, and overall quality of life for persons with intellectual disabilities living in Ontario during the COVID-19 pandemic. The research used a photovoice methodology where participants were trained to use a tablet to take photographs of their experiences and wrote a reflective journal to reflect on their experiences through the photographs. The photographs were used as prompts in interviews which allowed the participants to further discuss their experiences. Results of the research have been disseminated at Night at the Museum Niagara Falls, proseminar for ADS MA students and in a photo gallery at the first PARN event February 2023. Currently, we are working towards developing two manuscripts for publication of the results of this project.
Watch the night at the museum presentations here:
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Part 1: Review of research process
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Part 2: Review of participant experiences
Participatory Advocacy Research Network (PARN)
PARN is a collaborative group of adults with lived experience of intellectual and developmental disability, some of whom identify as self-advocates, allies, and academic researchers. The network aims to foster inclusive and participatory spaces where these groups can collaborate on research initiatives designed to improve the quality of life for individuals with intellectual and developmental disabilities. PARN brings together researchers from several academic institutions, including Brock University, Nipissing University, McMaster University, Durham College, and Mohawk College. The network also includes representatives from a range of community organizations and self-advocacy groups, such as Christian Horizons, Vita Community Living Services, Community Living Haldimand, Empower Simcoe, New-Visions Advocates from London, and the President of the Community Living Ontario Council. As part of its mandate, PARN developed three key outreach initiatives. These activities were funding through a SSHRC Connection Grant: A Website - A digital space was created to share resources, services, lived experiences, and research findings relevant to the intellectual and developmental disability community. https://parnetwork.ca/ A Community of Practice - The network established a collaborative forum where members engaged in ongoing dialogue, provided feedback on research ideas, and participated in collective problem-solving. A Research Camp - A safe, accessible, and inclusive environment was organized to host workshops focused on building research skills, fostering collaboration, and disseminating research. PARN was recently highlighted in the Community-Campus Engage Canada Newsletter, which includes an accompanying podcast describing our network and knowledge mobilization activities.
Website: PARN | Participatory Advocacy Research Network
Video: https://www.youtube.com/watch?v=a_iJUa1wFv0
Ashlee’s Adventure to Alberta: A Photo, Auto-Ethnography Study of Travelling with Multiple Complexities
The ability to travel and experience diverse cultures and places is essential to living a fulfilling life. Unfortunately, for many people with intellectual disabilities, this privilege remains just a dream. When given the chance to turn this dream into reality, many face significant and unexpected barriers. This is especially true for those with multiple complexities due to the daily ableism they encounter and their unique needs. After being employed for a year, I worked toward a trip to Alberta to shop at the West Edmonton Mall – the second most visited mall in Canada. I used a photo autoethnography approach to capture my experiences. I took pictures of meaningful experiences and challenges and reflected on them in a daily journal. The purpose of the studies is to illustrate how challenging it can be to travel with various complexities, such as autism, intellectual disabilities, cerebral palsy, and other medical concerns, and provide specific examples of systemic ableism and disablism within the travel, hospitality, and tourism industries, as well as in society This study will highlight some of the unique barriers I encountered (e.g., physical access and information barriers), discriminatory policies (e.g., requiring documentation to prove eligibility for travel), and forms of ableism. I also want to share some of the highlights of my trip, like the fact that I got to leave the regular demands of daily life at home and experience renewed happiness through this adventure. By learning about my experience, other people with multiple complexities who are considering travel may be encouraged and better prepared. My experience may also help support providers and direct support professionals learn how to support someone like me while travelling. Ideally, I would also like to help the travel, hospitality, and tourism industries identify ways to improve their policies and practices to make the world more accessible.
The Problem Is Not Us: Direct Funding, Neoliberalism, and the Voices Left Out
Inspired by their connection with PARN, a group of three women, who are labeled with an intellectual disability, formed the Successful Advocacy Research Group (SARG). SARG was interested in researching experiences with Passport funding, a provincial program that provides direct funding to people who live with the label of intellectual disability. The research emphasizes the issues and concerns that affect the lives of Ontarians. SARG created an electronic survey and distributed it across Ontario. The survey received 422 responses, with 402 identifying as having a disability and 319 specifically identifying as having the label of an intellectual disability
How Are Adults with Intellectual Disabilities Represented and Included in Cancer Research: A Scoping Review
Led by Dr. R. Hansford (PI) of Queen’s University, in collaboration with researchers from Nipissing University, the University of New South Wales, the University of Adelaide in Australia, and Trinity College Dublin in Ireland, Laura is collaborating on a scoping review to examine how adults with intellectual disabilities are represented and included in cancer research (registered on Open Science Framework [https://osf.io/k7g6b]). While adults with intellectual disabilities face worse cancer-related outcomes compared to those without disabilities, little research has explored their involvement in cancer studies. To improve cancer care for adults with intellectual disabilities, including them in relevant research is essential. The project aims to enhance understanding of how adults with intellectual disabilities are involved in cancer research and to guide future efforts to improve accessibility and inclusion in this field.
Community-Engaged Research and Scholarship
Promoting PROSOCIAL Change within the Developmental Services Sector
The pandemic presented agencies supporting adults with developmental disabilities with additional challenges in safely providing quality support, leading to increased stress and isolation among management teams. Prosocial is a process-based group intervention that uses Acceptance and Commitment Training to promote effective group functioning and psychological flexibility (Atkins et al., 2019). Using a quasi-experimental (waitlist-control) design, we evaluated the effects of a 4-session virtually-delivered Prosocial intervention on the group functioning of two management teams (n1=12, n2=7). This comprehensive evaluation included pre-post qualitative and quantitative questionnaires of well-being and group functioning and direct observations of goals and engagement conducted during weekly management meetings. Agency developed goals focused on reconnecting and supporting each other and improving meeting processes (e.g., staying engaged and reviewing helpful and unhelpful behaviours). Direct observations and content analysis of open-ended survey questions indicated progress toward the goals and improved group functioning and collaboration. However, the team’s group functioning ratings showed no significant improvements. Social validity data on participants’ experiences suggested that Prosocial was beneficial and feasible. Given that this study is one of the first formal empirical evaluations of Prosocial, we will describe the successes, challenges, and recommendations for future administrations of Prosocial.
Good Neighbours - Innovated Model of Living Arrangements
In collaboration with Elmira Developmental Service Corporation, we examined their “Good Neighbour” approach to developing intentional communities. In this innovative model, adults with intellectual disabilities live independently in apartment complexes alongside other tenants without disabilities, who take on the role of a Good Neighbour. The model addresses challenges related to independent living, such as affordable housing, safety, and social isolation (Cumella & Lyons, 2018). The research was initially designed as a Photovoice project involving tenants; however, due to the pandemic, we conducted online focus groups with tenants with disabilities, Good Neighbours, family members of tenants, and paid support staff. This study showed the benefits of this living arrangement not only for adults with intellectual disabilities but also for their families, the Good Neighbours, and the wider community. We also identified factors that contributed to these benefits. We have proposed recommendations for further enhancing the community and for others considering the development of similar intentional communities, which have been shared at the Community Living Ontario Conference and the Canadian Health and Wellbeing in Developmental Disabilities conference, and the manuscript is in preparation.
Evaluation of the Group Living Compatibility Assessment Tool (GCAT)
Kerry’s Place Autism Services developed Group Living Compatibility Tool (GCAT) to predict the potential compatibility of prospective housemates based on factors related to a person’s lifestyle and preferences. The objective of the GCAT is to improve the transition process. The GCAT is indented to identify whether two persons are likely to safely cohabitate and ensure the best quality of life for all parties. The GCAT measures compatibility across six categories: general house details, health needs, sensory preferences, lifestyle, social interaction, and behavioural profile. For each category, preferences for each person are assessed and compared to potential housemates. This research project aims to evaluate the psychometric properties of the Group Living Compatibility Assessment Tool (GCAT) created to address the concerns of while ensuring the individual is at the center of the decision-making process. An expert survey (n= 68), focus groups with self-advocates and family members (n= 31), and a scoping review were conducted to get feedback on the GCAT and make recommendations for a new version that will be piloted in the future.
Publication: Scoping Review of the Factors Influencing Compatibility of Autistic Roommates
Community Capacity Development Initiative
The Community Capacity Development Initiative (CCDI) involves a series of workshop-type training sessions for support professionals on the principles of applied behaviour analysis (ABA), positive behaviour supports, as well as the process for conducting functional behaviour analyses and developing behaviour support plans. This research involved three phases to comprehensively evaluate CCDI. The current phase, phase two, aims to evaluate former CCDI participants’ perceptions of the effectiveness of the CCDI at increasing community capacity, identify the factors that facilitate or impede its efficacy, and the impact the CCDI has had on the people the agencies support through the initiative and beyond. This research follows a sequential mixed-methods design which included an extensive scoping review (Mullins & Scott, 2023), as well as surveys, interviews, and focus groups with former recipients (one manuscript has been submitted and a second is in preparation). Results have been shared at local and international conferences, with and community agencies.
Publication: A model for fostering community capacity to support adults with intellectual disabilities who engage in challenging behaviour: A scoping review.
My Voice, My Choice: Teaching Staff How to Implement Choice for Supported Adults in the Community
Adults often have little or no choice in their living arrangements or activities. This highlights the need for staff training to better support choice, such as setting meaningful goals. In partnership with Aptus Treatment Center, Dr. J. Jessel (Co-I) and I are supervising G. Bird’s master’s thesis, which supports their staff training in implementing the My Voice, My Choice process. This initiative aims to help direct support professionals incorporate choice into the development of goals for Individualized Support Plans with the people they support. Behaviour skills training is effective but costly, involving instruction, rehearsal, modelling, and feedback. Pyramidal behaviour skills training, where experienced staff train others to teach specific skills, can be more cost-efficient and effective in applied settings. Currently, we are evaluating the Aptus clinical team’s pyramidal behaviour skills training for supervisors and team leads.
Safe Relationships and Your Rights: Intimate Partner Violence Education & Prevention
The Safe Relationships and Your Rights: Intimate Partner Violence Education & Prevention is a large-scale, provincially funded ($2,019,511; $207,000 for research), two-year, community-led initiative focused on developing and evaluating accessible, trauma-informed education on intimate partner violence and abuse prevention for adults with intellectual disabilities. Co-created with Willowbridge Community Services and people with lived experience, the project aims to address critical gaps in abuse prevention by designing an inclusive curriculum, training materials, and evaluation tools that emphasize accessibility, emotional safety, and learner engagement. The project aims to enhance rights and abuse prevention education throughout Ontario, while supporting the long-term safety and empowerment of service providers. In collaboration with A. Przednowek (PI) and Dr. G. Lafreniere (Co-I), I (Co-I) am supporting the co-design and evaluation of the pyramidal training model provided to several direct support agencies and over one hundred people they support. The project also includes a review, design, and evaluation of abuse prevention training, in accordance with the Quality Assurance Measures (QAM; 299/10) under the Services and Supports to Promote the Social Inclusion of Persons with Developmental Disabilities Act (2008), which governs the provision of services.
Exploring Autistic Perspectives and Promoting Anti-Ableist Practices within Applied Behaviour Analysis (ABA)
Association for Behavior Analysis International Diversity, Equity, and Inclusion
Discourse surrounding Diversity, Equity, and Inclusion (DEI) have become part of an expanding and evermore present narrative about how to improve practices within Applied Behavior Analysis (ABA). As suggested by Dr. Carol Pilgrim, in her 47th ABAI Presidential address, “wouldn’t it seem good to know the nature of this discourse, and be able to follow its development”? This project aimed to describe the changing discourse and the development of DEI at the ABAI Annual Convention since the inception of the DEI subcommittee in 2019. A descriptive analysis provided an overview of the events labelled as DEI, by identifying the frequency of presentation types, domains, and program areas. A summative content analysis was conducted on abstracts labelled as DEI (N = 488) and explored the areas of diversity (e.g., age, gender, disability, religion, ethnicity, and sexuality) and dimensions of diversity (e.g., recognizing discrimination and diversity, and cultural humility), equity (e.g., systematically addressing barriers and individualized accommodations), and inclusion (e.g., cultural competence and creating space). This presentation will provide an overview of the current state of practices and gaps between ABA and the movement toward more inclusive, equitable, and diverse practices.
#ABA-related tweets on Twitter/X
Naturalistic observation of verbal behaviour on social media is a novel method of gathering data on the acceptability of topics of social interest. In other words, online social opinion is a modern-day measure of social validity. We sought to gain an objective understanding of online discourse related to the field of applied behaviour analysis. We conducted an analysis of Twitter posts related to Applied Behavior Analysis (e.g., #ABA, #BehaviorAnalysis,#appliedbehaviouranalysis). Our initial sample consisted of 119,911 Tweets from the past ten years (2012 – 2022). We selected a random subset (n = 12,000) for further analysis using a stratified sampling procedure to ensure that Tweets across years were adequately represented. Two observers were trained to code Tweets for relevance and sentiment toward the field. We will discuss trends regarding the valence (i.e., positive, negative, neutral) of relevant ABA Tweets toward the field in the broad context of observed Tweets. Further, we conducted a content analysis on a sample of the influential Tweets to determine the nature of the discourse demonstrating a bias towards and against ABA. This project would help us to understand the dominate discourse around ABA and identify ways to improve our communication and practice.
Publication: Mullins, L., Malkin, A., Burnham Riosa, P. Kretschmer, A., & Walker, J. (2025). #Content Analysis of ABA on Twitter: Finding Behavior Analysis’ Heart on Social Media. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-025-01065-w
Autistic Experiences with ABA Practices and Autism-Related Research
Due to lifetime developmental differences and systematic barriers, many people on the autism spectrum and their families seek out Applied Behaviour Analysis (ABA) services and support. Although ABA is an evidenced-based behavioural intervention that addresses social and behavioural challenges and teaches skills to improve quality of life and independence, ABA has become quite a controversial approach criticized by self-advocates, families, and professionals. Autism advocates have proclaimed that this practice is derived from a deficit approach that focuses on erasing diversity with potentially traumatic consequences. With such scrutiny and controversy surrounding the practices of ABA and to ensure best practice, the experiences of self-advocates need to be at the forefront of the research and discussion surrounding best practices in service. Unfortunately, these voices continue to be devalued in current literature. Accordingly, in partnership with researchers from Western University, this research aims to understand the perspectives, experiences, and impacts of ABA-based practices for autistic people and develop strategies for including autistic voices in research and services provided to autistic people. Surveys and interviews will be conducted with Autistic to explore their lived experiences with ABA services and supports. This research will be used on enhance the knowledge surrounding best practices that support neurodivergent populations. In collaboration with A. Przednowek (PI) and Dr. G. Lafreniere (Co-I), I (Co-I) am supporting the co-design and evaluation of the pyramidal training model provided to several direct support agencies and over one hundred people they support. The project also includes a review, design, and evaluation of abuse prevention training, in accordance with the Quality Assurance Measures (QAM; 299/10) under the Services and Supports to Promote the Social Inclusion of Persons with Developmental Disabilities Act (2008), which governs the provision of services.
Improving Accessibility for Students with Disabilities in Higher Education
The Transition Online: The Impact Of COVID-19 on Students with Disabilities
The pandemic created significant challenges for students with disabilities transitioning to online education. This research examined the experiences of students with disabilities during their transition to online education in the Spring of 2020 and Fall of 2020. The research employed a mixed-methods design, including an online survey, follow-up open-ended surveys, and interviews with students with disabilities conducted virtually. In the initial survey (n = 222), students reflected on: challenges and advantages of online education; modes of assessment and instruction that facilitated and impeded the educational experience; types of accommodations used; and feedback for professors, the administration and student accessibility services. The initial survey results have been published in the International Journal of Higher Education. A content analysis of the follow-up survey and interview data has been completed, with additional interpretive analysis to further examine students’ lived experiences during the transition to and continuation of online learning. Findings highlight the complex and often contradictory nature of online education, showing that while features such as flexibility, recorded lectures, and reduced commuting supported access for some students, barriers persisted due to inconsistent course design, increased workload, communication challenges, and disruptions to accommodations and support services. Importantly, the findings emphasize that accessibility was not determined by online modality alone, but by the extent to which courses were intentionally designed, clearly structured, and supported through responsive institutional practices. A manuscript identifying Lessons Learned to Apply to a Post-Pandemic World for this project is being prepared to inform more accessible, equitable, and inclusive post-pandemic higher education practices.
Publication: Mullins, L. E., & Mitchell, J. (2021). 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. https://doi.org/10.5430/ijhe.v11n2p13
Perceptions of Universal Design for Learning in Online Higher Education Settings
UDL is regarded as best practice for inclusive learning in modern education (Priyadharsini & Sahaya Mary, 2024). We explored perceptions of instructors and students with disabilities in online higher education regarding UDL. Virtual focus groups with 14 participants were conducted to gather insights, revealing that students had both positive and critical experiences with UDL. At the same time, instructors generally viewed UDL positively but faced obstacles such as time and resource constraints (Bailey & Mullins; manuscript in preparation). Informed by this research, funded through a Match of Minds award, and in partnership with Brock’s Center for Pedagogical Innovation and Student Accessibility Services, we developed a community of practice
Transition Experiences from Secondary to Post-Secondary Education
Access and transitioning to higher education can be especially challenging for students with disabilities. Transition planning is crucial for these students to access appropriate accommodations and succeed. Under my supervision, R. Sheppard’s master’s thesis examined the transition experiences of disabled students from secondary to post-secondary education, emphasizing the importance of effective transition planning and exploring ecological systems theory as a supportive approach. Using mixed-methods research, the study analyzes survey and interview data from students at Brock University to identify barriers and assess the potential impact of government recommendations. The findings highlight the need for interdependent supports to enable successful transitions for disabled students (Sheppard & Mullins; manuscript in preparation).
Challenging and Addressing Historical, Political, and Social Contexts to Improve Accessibility for Black Students with Intellectual Disabilities in Higher Education
Despite legislation, data show that less than 10% of post-secondary learners have an intellectual disability, and few learners are identified as visible minorities. Accordingly, I supervised R. Dwomoh’s directed study, which informed her applied master’s project, to conduct a critical review that identified the historical, political, and social contexts creating exclusionary practices for Black learners with intellectual disabilities in higher education. Nine studies revealed barriers such as overrepresentation in special education, colour-blind policies, and ableist and racist practices. The review emphasizes the need for both systemic and interpersonal changes to foster a diverse and inclusive higher education environment. Recommendations were provided to improve access for Black disabled students.
Publication: Dwomoh, R. & Mullins, L. (2025). Challenging and addressing historical, political, and social contexts to improve accessibility for black students with intellectual disabilities in higher education. Current Developmental Disorders Reports, 12(25), p. 1–13. https://doi-org.proxy.library.brocku.ca/10.1007/s40474-025-00338-x
Disabled Students' Mental Well-Being After Withdrawing from Higher Education
Disabled students are enrolling in post-secondary education in Canada at higher rates than in the past decade. Despite this increase in enrollment, a smaller percentage of them graduate. Systematic and structural barriers impact the health and participation of disabled students in academic activities. Therefore, understanding the experiences of disabled students and the reasons behind their withdrawal from post-secondary education is essential. We examined the experiences of disabled students in Ontario who withdrew from post-secondary education, highlighting how systemic ableism, inadequate support, financial hardship, and stigma negatively impacted their mental health and contributed to their withdrawal. Initial strong mental health often deteriorated over time due to personal challenges and different forms of academic ableism, leading to adverse effects on their lives and futures. The research emphasizes the need for institutional interventions and policy changes to support disabled students and address persistent ableism in educational settings.
Making Sense of Trigger Warnings by Autistic Higher Education Students who have Experienced Trauma
The usefulness of trigger warnings is a divisive issue within higher education. Some professors view students who advocate for trigger warnings as overly sensitive. Others use trigger warnings to support students and show respect. Autistic people are more likely to experience trauma; however, the intersections of autism and trauma are not well understood. Little research has explored students’ perspectives on trigger warnings, and none focus on Autistic students affected by trauma. Under my supervision, M. Babiski’s master’s thesis will utilize an interpretive phenomenological analysis to explore how Autistic students in higher education with trauma interpret their experiences with trigger warnings. As an example of PAR, she has developed a Lived Experience Advisory Group to inform the project