Bal, A. (2017). System of disability. Critical Education, 8(6), 1-27. PDF


Bal, A., Betters-Bubon, J., & Fish, R. (2017). A multilevel analysis of statewide disproportionality in exclusionary discipline and the identification of emotional disturbance. Education and Urban Society, 1-22. PDF

Artiles, A. J., Dorn, S., & Bal, A. (2016). Objects of protection, enduring nodes of difference: Disability intersections with “other” differences, 1916–2016. Review of Research in Education, 40(1), 777–820. PDF

Bal, A. (2016). From intervention to innovation: A cultural-historical approach to the racialization of school discipline. Interchange: A Quarterly Review of Education, 47, 409-427. PDF

Bal. A., Schrader, E., Afacan, K., & Mawene, D. (2016). Using Learning Labs for culturally responsive positive behavioral supports and interventions. Intervention in School and Clinic, 52(2), 122–128. PDF

Bal, A. & Trainor, A. A. (2016). Culturally responsive research rubric for experimental intervention studies: The development of a rubric for paradigm expansion. Review of Educational Research, 86(2),319-359. PDF


Bal, A. (2015). Culturally responsive positive behavioral interventions and supports (WCER White Paper No. 2015-9). Retrieved from the Wisconsin Center for Education Research website: PDF

Bal, A., Kozleski, E. B., Schrader, E. M., Rodriguez, E. M., & Pelton, S. (2014). Systemic transformation in school: Using Learning Lab to design culturally responsive schoolwide positive behavioral supports. Remedial and Special Education, 35(6), 327–339. PDF

Bal, A., Sullivan, A., & Harper, J. (2014). A situated analysis of special education disproportionality for systemic change in an urban school district. Remedial and Special Education, 35(1), 3-14. PDF

Bal, A., & Arzubiaga, A. (2014). Ahıska refugee students’ configuration of resettlement and academic success in U.S. schools. Urban Education, 49, 635–665. PDF

Bal, A. (2014). Becoming in/competent learners in the United States: Refugee students’ academic identities in figured worlds of difference. International Multilingual Research Journal, 8(2), 271–290. PDF

Trainor, A. A., & Bal, A. (2014). Development and preliminary analysis of a rubric for culturally responsive research. The Journal of Special Education, 47, 203–216. PDF

Bal, A., & Perzigian, A. (2013). Evidence-based interventions forimmigrant students experiencing behavioral problems: A systematic review of the literature. Education and Treatment of Children, 36, 5-28. PDF

Sullivan, A., & Bal, A. (2013). Disproportionality in special eductaion: Effects of individual and school variables on disability risk. Exceptional Children, 79, 475-494. PDF

Bal, A., & Radke, T. E. (2013). Diverse perspectives on social-interactional strengths in children with disabilities: A socioecological study. International Journal of Early Childhood Special Education, 5, 15-29. PDF

Artiles, A. J., King Thorius, K., Bal, A., Waitoller, F., Neal, R., & Hernandez Saca, D. (2011). Beyond culture as group traits: Future of learning disabilities, ontology, epistemology, and research knowledge use. Learning Disability Quarterly, 34, 167-179.

Artiles, A. J., Bal, A., & King Thorius, K. (2010).Back to the future: A critique of response to intervention’s social justice views. Theory Into Practice, 49, 250-257. PDF

Artiles, A. J., & Bal, A. (2008). The next generation of disproportionality research: Toward a comparative model in the study of equity in ability differences. The Journal of Special Education, 42, 4-14. PDF

Bal, A. (2008). Posttraumatic stress disorder in Turkish child and adolescent survivors three years after the Marmara Earthquake. Child and Adolescent Mental Health, 13, 134-139. PDF

Bal, A., & Jensen, B. (2007). Examination of posttraumatic stress disorder symptom clusters in young Turkish trauma survivors. European Child and Adolescent Psychiatry, 16, 449-457. PDF




Lo Bianco, J., & Bal, A. (Eds.)(2016). Learning from difference: Comparative accounts of multicultural education. London, UK: Springer.

Bal, A. (2011). Culturally responsive school-wide positive behavioral interventions and supports framework. Madison, WI: Wisconsin Department of Public Instruction.




Bal, A. (2016). From deficit to expansive learning: Policies, outcomes, and possibilities for multicultural education and systemic transformation in the United States. In J. Lo Bianco, & A.Bal (Eds.), Learning from difference: Comparative accounts of multicultural education. London, UK: Springer.

Lo Bianco, J., & Bal, A. (2016). Difference: Its expansion and consequences. In Lo Bianco, J., & A. Bal (Eds.), Learning from difference: Comparative accounts of multicultural education. London, UK: Springer

Bal, A. (2012). Participatory social justice for all. In L. G. Denti & P. A. Whang (Eds.), Rattling chains: Exploring social justice in education (pp. 99-110). Boston, MA: Sense Publishers. PDF

Peer-reviewed Conference Proceedings


Engeström, Y., Sannino, A., Bal, A., Lotz-Sisitka, H., Pesanayi, T., Chikunda, C., ... & Lee, Y. J. (2016). Agentive learning for sustainability and equity: Communities, cooperatives and social movements as emerging foci of the learning sciences. In C.-K. Looi, J. Polman, U. Cress & P. Reimann (Eds.), Proceedings of the International Conference of the Learning Sciences  (ISLS) 2016 (Vol. 2, pp. 1048-1054). Singapore: ISLS.



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