I have a child with ASD, and this kind of nonsense is the cornerstone of special education in the public schools. Teachers and aides are breathing down the necks of special ed kids in this country, making sure they don’t “disrupt” or do something unusual. Now the schools have expanded on this idea, called it “PBIS,” and are applying these ABA-style reward/punishment behavior modifications to all students. Nobody noticed when special ed kids were being treated this way for years, but now that the icky approach used to keep them in line is being used with all kids, some people are sitting up to take notice. Thank god! So-called “positive behavior supports” are simply threats and punishments dressed up as lessons of respect and harmony. We fought for positive behavior supports for our son (as opposed to outright punishment) in public school...until we actually saw what this entailed. It’s just another way to punish kids for being less than perfect. Worst of all is that, for something like PBIS (or any ABA or reward/punishment system), it matters who is doing the punishing and the rewarding. It’s often random, at the whim or mood of the teacher or lunchroom aide, or something the same “good” kids benefit from and the same “bad” kids suffer at the hands of. You are describing our public school exactly when you say they have become obsessed with monitoring every aspect of the students’ behavior. Pure hell for both my kids. We pulled them out.I think this comment raises some good questions. I hear about what goes on in the special ed classrooms in our elementary school, and I recognize a lot of the things I’ve been writing about on this site – except taken to an even greater extreme. I haven’t written about it here, though – not because I haven’t noticed it, but because I don’t feel sufficiently informed to make a judgment about what kids in special education need. I can’t be sure what I’d do, or what I’d want, if I were in those parents’ shoes, so it seems presumptuous to express a strong opinion about it. But I’ve wondered whether that means that I’m turning a blind eye to the treatment of kids in special ed – passively deferring to “expertise” in ways that I never would for kids in general education classrooms. How should parents like me think about our schools’ special education practices?