SPECIAL EDUCATION TEACHER

Mission (what we do)
As Minnesota’s first public school district and premier educational choice in the St. Croix
Valley, Stillwater Area Public Schools ensure a rigorous and relevant education where all
learners are valued, positive relationships are developed and students are prepared for life-long
learning in a global society.


1.    Please describe the key elements you would include in the initial assessment to determine if a child
      has ASD? (Listen for: knowledge and experience using a number of instruments including
      developmental history, ADOS, ASDS, GARS, DOAC and knowledge of MN State eligibility criteria.)

2.    There are times when social goals need to take precedence over academic goals. How would you
      help parents and teachers understand the importance of social goals even when it looks like the
      social skills are coming at the expense of academic preparation? (Listen for: agreement with this
      statement and strategies to create buy-in from parents and teachers.)

3.    What do you see as the role of the paraprofessional in working with a child with autism? Please
      give an example of how you have coached and directed paraprofessionals. (Listen for: helping to
      foster independence such as standing back, using visuals rather than verbal statements and
      implementing general best practices for children with ASD.)

4.    Give an example of a social language goal. (Listen for: simple observable and measurable activities
      such as: Stephen will interact with other students at least 5 times on the playground over 15 minutes.)

5.    Please describe some techniques you would use if a child demonstrates anxieties or anxious
      behaviors? (Listen for: determining the target behavior using an FBA and applying proactive strategies
      such as priming.)

6.    Please explain the strategies you would use to increase on-task behaviors or decrease negative
      outbursts? (Listen for: the application of self-monitoring strategies such as stating a specific behavior,
      observing for that behavior for a specified time and then checking the student accuracy of his/her
      perception of the behavior.)

7.    When structuring a classroom/program, what are the top 4 concerns or considerations that would
      be necessary to implement a successful self contained ASD classroom? (Listen for: physical
      structure/set up; review of IEP for programming needs; sensory needs; safe environment; staff training
      on student needs; building and district guidelines.)
8.   Please respond to the following scenario in an ASD classroom. You are working with a student
     with severe autism who is transitioning from a preferred activity to a work activity. The student
     becomes agitated, refuses to work, and it is obvious that they are becoming increasingly
     aggressive. (Listen for: responds to behavior immediately; protects students and self; deescalate
     student and begin positive behavior intervention plan as written; scale down work demand and get back
     to scheduled activity; allow student to choose reward if appropriate; determine why behavior escalated
     in order to eliminate or reduce trigger in the future.)


9.   Please describe the difference between qualification for DAPE services in K-12 and ages 3-5.
     (Listen for: K-12 qualifier, special education label; at 7th percentile or below on a standardized test;
     demonstrate a 2 year delay on a standardized test or a developmental checklist; demonstrate the lack of
     progress on a curriculum based assessment; or inability to safely and/or successfully participate in
     general physical education due to physical, cognitive or behavioral disability. Pre-school)

                                                                                                 Updated 6.17.10

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