CESP Certified Employment Support Professional (CESP) Questions and Answers

The last strategy to use in helping him is to find a new job for him. This option implies that the individual is not capable of performing the job he was hired for, and that there are no possible solutions to improve his situation. This option goes against the core values and principles of employment support, such as individualization, inclusion, empowerment, and self-determination1. Finding a new job for him would also disregard his preferences, goals, and skills, as well as the employer’s needs and expectations.

The other options are more appropriate because they involve exploring ways to enhance the individual’s performance and satisfaction at his current job. Option B is a good strategy because it can help identify the best assistive technology and ergonomic adjustments that can suit the individual’s needs and abilities2. Option C is also a good strategy because it can help measure the individual’s productivity and efficiency, as well as provide feedback and training to improve his typing skills3. Option D is another good strategy because it can help establish a positive and collaborative relationship with the employer, as well as understand the employer’s perspective and standards for the job4. References:

• 1: APSE, Application of Core Values and Principles to Practice
• 2: Job Accommodation Network, Accommodation and Compliance: Spinal Cord Injuries
• 3: CareerOneStop, Computer Programmers: Skills and Abilities
• 4: APSE, Workplace and Related Supports

Career planning for high school students involves identifying their skills, interests, and goals, and exploring various career options that match them12. Career planning also involves gaining experience, developing key skills, and creating a plan to pursue advanced education and training to achieve their goals34. Career planning should be based on the student’s own preferences and aspirations, not on external factors or expectations34.

Among the four options, only D is consistent with these principles of career planning, and the best response for working with the student. By exploring what appeals to him about being a lawyer, the employment support professional can help him understand his motivations, values, and interests, and how they relate to his career choice34. This can also help him to decide if he should pursue that goal or other careers that offer similar benefits and working conditions, such as justice, advocacy, problem-solving, or communication53. This way, the student can make an informed and realistic decision about his future, and receive guidance and support to achieve it34.

Option A is not a good response, as it implies that the student’s goal is unreasonable or unrealistic, and that he should settle for a more attainable goal, such as moving up to prep cook in the restaurant. This goes against the principle of empowerment, which states that the student should be encouraged and supported to pursue his own goals, not discouraged or limited by others67. Option A also shows a lack of respect for the student’s preferences and abilities, and may undermine his confidence and motivation67.

Option B is also not a good response, as it implies that the student is unaware or unprepared for the educational requirements for becoming a lawyer, and that he should reconsider his goal based on the length of time it will take. This goes against the principle of choice, which states that the student should be able to choose his own career path, not be influenced by others’ opinions or assumptions67. Option B alsoshows a lack of support for the student’s aspirations and potential, and may discourage him from pursuing his goal67.

Option C is also not a good response, as it implies that the student needs to undergo a vocational evaluation to identify a goal that is commensurate with his current level of education and work experience, and that his goal of becoming a lawyer is not suitable for him. This goes against the principle of individualization, which states that the student should be treated as a unique person, not as a category or a label67. Option C also shows a lack of recognition for the student’s interests and goals, and may divert him from his desired career path67.

References:

• 6: What Is Supported Employment? | British Association for Supported Employment
• 7: Certified Employment Support Professional - apse.org
• 8: Supported Employment Services | DSHS
• 9: What Is Supported Employment? - Integrity, Inc.
• 5: Guide to Career Planning for High School Students - Study.com
• 3: The Ultimate Career Planning Guide for High School Students
• 1: Career planning for high schoolers : Career Outlook: U.S. Bureau of …
• 2: Career Planning Checklist: High School - EducationPlanner
• 4: Setting Your Career Goals: A Guide For High School Students

The LEAST important thing to do in preparing Sam for work prior to his first day is to ensure that he has rescheduled his medical appointments and recreation activities scheduled for next month. This is because this task is not directly related to his job duties or his learning needs, and it can be done later after he has started working. Rescheduling his appointments and activities may also be something that Sam can do independently or with the help of his family or support network, rather than requiring the assistance of an employment support professional.

The other options are more important because:

• A. Observing the job to organize the daily routine, establish job duties, and identify a co-worker to provide natural supports is important because it will help the employment support professional to plan and implement a systematic instruction strategy for Sam. Systematic instruction is a method of teaching job skills to people with cognitive disabilities by breaking down complex tasks into smaller steps, providing clear and consistent instructions, using prompts and cues, and providing feedback and reinforcement1. By observing the job, the employment support professional can determine the essential functions, the performance standards, the work environment, and the potential challenges and opportunities for Sam. Byidentifying a co-worker to provide natural supports, the employment support professional can facilitate the integration and inclusion of Sam in the workplace, as well as reduce the need for ongoing professional support2.
• C. Arranging for him to attend the new employee orientation and taking the time to work his shift with him to develop a job task analysis and identify natural supports is important because it will help Sam to familiarize himself with the employer’s policies, procedures, expectations, and culture. It will also help the employment support professional to assess Sam’s strengths, weaknesses, preferences, and learning styles, and to design a customized instruction plan for him. By working his shift with him, the employment support professional can also model the desired behaviors and skills, and provide on-the-job coaching and feedback to Sam3.
• D. Observing and interviewing his co-workers to complete a task and job duty analysis, and identify natural workplace supports is important because it will help the employment support professional to understand the specific requirements and expectations of Sam’s job, as well as the social norms and dynamics of his co-workers. A task and job duty analysis is a process of identifying the essential and non-essential functions of a job, the knowledge, skills, and abilities required to perform them, and the methods and tools used to complete them4. By observing and interviewing his co-workers, the employment support professional can also identify potential sources of natural workplace supports, such as mentors, buddies, supervisors, or peers, who can assist Sam with his job performance, adjustment, and development5. References:
• 1: Systematic Instruction of Individuals with Significant Cognitive Disabilities
• 2: Natural Supports in the Workplace: A Guide for Providers
• 3: Job Coaching Strategies: A Handbook for Supported Employment
• 4: Job Analysis: Overview
• 5: Workplace Supports and Job Retention: Promoting an Employer’s Ability to Retain Employees with Disabilities

A reasonable accommodation is any change to the application or hiring process, to the job, to the way the job is done, or the work environment that allows a person with a disability who is qualified for the job to perform the essential functions of that job andenjoy equal employment opportunities1. Reasonable accommodations are required by the Americans with Disabilities Act (ADA) and the Rehabilitation Act for employers who have 15 or more employees12.

Among the four options, only D is not an example of a reasonable accommodation, because orientation training for new employees is not a change that is specifically related to a person’s disability. Orientation training is a benefit or privilege of employment that is typically provided to all new employees, regardless of their disability status13. Therefore, providing orientation training is not a reasonable accommodation, unless the training itself is modified to accommodate a person’s disability (such as providing sign language interpreters, materials in alternative formats, or assistive technology)13.

Options A, B, and C are examples of reasonable accommodations, because they are changes that are specifically related to a person’s disability and enable them to apply for, perform, or enjoy the benefits of a job. An application in larger print is a reasonable accommodation for a person with a visual impairment who may have difficulty reading standard print12. A wheelchair ramp is a reasonable accommodation for a person with a mobility impairment who may have difficulty accessing a building or a work area12. A headset to enable hands-free access to the phone system is a reasonable accommodation for a person with a manual dexterity impairment who may have difficulty holding or dialing a phone12.

References:

• 1: Reasonable Accommodations in the Workplace | ADA National Network
• 2: Enforcement Guidance on Reasonable Accommodation and Undue Hardship under the ADA | U.S. Equal Employment Opportunity Commission
• 3: Reasonable Accommodations - U.S. Office of Personnel Management

Greeting is an essential social skill that helps individuals with disabilities to connect and communicate with others in various settings, such as the workplace1. However, greeting can be challenging for some individuals with autism, who may have difficulties with eye contact, body language, tone of voice, and understanding social cues2. Therefore, teaching greeting to individuals with autism requires direct instruction, modeling, practice, feedback, and reinforcement3.

The best strategy to teach greeting to the young woman with autism who started work two weeks ago is to practice with her at work and model saying hello to co-workers during her work shift. This strategy has several advantages:

• It provides natural and frequent opportunities for the young woman to practice greeting in the context where she needs to use it4.
• It allows the employment support professional (ESP) to model appropriate greeting behaviors, such as making eye contact, smiling, and using a friendly tone of voice, and to prompt and reinforce the young woman’s responses5.
• It helps the young woman to generalize the skill across different co-workers, situations, and times of the day6.
• It fosters the development of natural supports and relationships between the young woman and her co-workers, which can enhance her integration and retention in the workplace7.

The other strategies are not as effective as the one above, because:

• Helping her prepare an index card reminder to say hello in response to being greeted may be helpful as a visual cue, but it does not address the underlying skill deficits or the need for practice and feedback8.
• Enrolling her in a social club that is offered by your agency to help her develop friendships may be beneficial for her social and emotional well-being, but it does not directly target the skill of greeting in the workplace, which may have different rules and expectations than a social club9.
• Practicing conversations with her in your office until she says hello on cue 9 out of 10 times may be useful as a preliminary step, but it does not ensure that she can transfer the skill to the natural environment, where she may encounter different stimuli and distractions.

References: 1: Communication & Social Skills Toolkit April 2021 Skill 6 Greetings 2: Teaching greeting to children with autism - LuxAI S.A. 3: Teaching Greetings: How to Respond to Hello | Blue Parachute 4: Naturalistic Intervention Fact Sheet - National Professional Development Center on Autism Spectrum Disorder 5: Modeling - National Professional Development Center on Autism Spectrum Disorder 6: Generalization and Maintenance of Skills - National Professional Development Center on Autism Spectrum Disorder 7: Natural Supports in the Workplace: A Reexamination of Supported Employment 8: Visual Supports - National Professional Development Center on Autism Spectrum Disorder 9: Social Skills and Autism Spectrum Disorder - Autism Speaks : Discrete Trial Training - National Professional Development Center on Autism Spectrum Disorder

The Trial Work Period (TWP) is a Work Incentive that allows SSDI recipients to test their ability to work for at least 9 months and still receive full disability benefits, regardless of their earnings. The 9 months do not have to be consecutive, but are counted within a rolling 60-month period. Any month in which the earnings exceed a certain amount ($970 in 2022) is considered a month of service for the TWP. After completing the TWP, SSDI recipients enter a 36-month Extended Period of Eligibility (EPE), during which they may receive benefits for any month their earnings are below the Substantial Gainful Activity (SGA) level ($1,350 for non-blind individuals and $2,260 for blind individuals in 2022). References: Trial Work Period - The United States Social Security Administration, What You Need to Know About the Trial Work Period, Trial Work Period (TWP) - Ticket to Work - Social Security

The BEST solution to resolve this problem is to request a noise-canceling headset from the employer. This would help the employee to focus on the callers and block out the distracting sounds around her. It would also be a low-cost and reasonable accommodation that the employer could provide. The other options are not as effective or feasible because:

• A. Referring her to vocational rehabilitation would not address the immediate issue of noise in the workplace. It would also imply that she needs to change her career or find a different job, which may not be her preference or goal.
• B. Referring her to occupational therapy for further evaluations would also not address the immediate issue of noise in the workplace. It would also involve additional costs and time for the employee and the employer, and may not result in any useful recommendations or solutions.
• D. Moving her to an office away from her co-workers would not be a low-cost solution, as it would require rearranging the office space and possibly affecting the productivity and morale of other employees. It would also isolate her from her team and reduce her opportunities for social interaction and support. References:
• CESP Candidate Handbook, page 13, Domain 4: Workplace and Related Supports, Task 4.1: Identify and implement accommodations and supports to meet the needs of the individual and employer, Knowledge of 4.1.1: Types of accommodations and supports
• CESP- ASPE Flashcards, card 67, Reasonable Accommodation, Definition: Any change or adjustment to a job or work environment that permits a qualified applicant or employee with a disability to participate in the job application process, to perform the essential functions of a job, or to enjoy benefits and privileges of employment equal to those enjoyed by employees without disabilities.

According to the CESP Candidate Handbook1, one of the core competencies of Domain 2 (Individualized Employment and Career Planning) is to “assist the job seeker in identifying interests, skills, preferences, and support needs related to employment”. This involves using various methods such as assessments, interviews, observations, and discovery activities to help the job seeker explore different career options and find a good match. Finding an apprenticeship, locating an internship, or placing the individual in an entry-level job are all possible outcomes of the career exploration process, but they are not the best way to start supporting the job seeker who has no work experience, no clear interests, and who is unsure about their career goals. 

The APSE ethical guidelines are a set of principles and practices that professionals in supported employment should follow to promote services consistent with human dignity1. One of the core values of APSE is that employment should be an option for any person interested in working, regardless of label, support need, or perceived functioning level1. Therefore, the statement that individuals with severe disabilities are unemployable is NOT an APSE ethical guideline, but rathera misconception that contradicts the APSE vision of inclusive communities where everyone works2. References: 1: APSE Ethical Guidelines for Professionals in Supported Employment 2: APSE Mission and Vision Statement

The primary role of the employment support professional is to provide integrated employment services, which means supporting individuals with disabilities to find and maintain competitive jobs in the community that match their preferences, skills, and abilities1. This role involves applying core values and principles of employment first, person-centered planning, and informed choice to the practice of employment support2. The other options (A, B, and D) are not the primary role of the employment support professional, but rather some of the possible tasks or responsibilities that may be involved in providing integrated employment services, depending on the needs and goals of each individual. References:

• CESP Exam Content Outline, Domain 1, Task 1.1
• CESP Handbook, page 10

According to the CESP Candidate Handbook1, one of the core competencies of Domain 1 (Application of Core Values and Principles to Practice) is to “provide information and support to individuals and theirfamilies regarding the impact of employment on benefits”. This involves educating the individual and their family about the various work incentives and programs that can help them retain some or all of their disability benefits while working, such as the earned income exclusion, the student earned income exclusion, the Plan to Achieve Self-Support, the Ticket to Work program, and others. Providing informational literature on disability benefits and work incentives and offering to refer the individual to have a benefits analysis is the best way to dispel the myths about losing SSI due to earned wages, as it will help the individual understand their rights and options, and make informed decisions about their employment goals. Suggesting that the individual can appeal the decision of the Social Security Administration, call them for more information, or hide their work activity are not effective or ethical ways to address the individual’s concerns, as they do not provide accurate or comprehensive information, and may create more confusion or fear for the individual. References: 1: CESP Candidate Handbook, page 4.

I cannot provide a comprehensive and detailed explanation for you, but I can give you some hints and tips. You should consider the following factors when helping Darrell look for a job:

• His interests, preferences, strengths, and needs
• His informed choice and self-determination
• His potential for learning and growth
• His natural supports and accommodations
• His integration and inclusion in the community and workplace
• His opportunities for advancement and career development You should avoid the following factors when helping Darrell look for a job:
• His limitations, challenges, or deficits
• His diagnosis, label, or disability category
• His family’s, teacher’s, or manager’s opinions or assumptions
• His conformity to pre-determined or standardized options
• His segregation or isolation from the community and workplace
• His stagnation or lack of progress in his career References: 1: CESP Candidate Handbook, page 5

This answer reflects the core values and principles of employment support professionals, who believe that all people have the right to work in the general workforce and earn competitive wages. Employment support professionals also respect the self-determination and empowerment of job seekers, and provide individualized services that match their interests, goals, and abilities. The other answers are not appropriate because they suggest limiting the job seeker’s options, segregating them from the community, or lowering their expectations. References:

• Domain 1 Application of Core Values and Principles to Practice1234
• Domain 2 Individualized Employment and Career Planning1234

 Disability sensitivity training is a form of education that aims to increase awareness and understanding of the needs and experiences of people with disabilities. It can help employers and employees to foster a more inclusive and respectful work environment, where people with disabilities are valued and supported. Disability sensitivity training can also help to prevent discrimination, harassment, and stereotypes that may affect people with disabilities in the workplace. Disability sensitivity training is consistent with the core values and principles of the CESP certification, which include promoting the dignity, rights, and full inclusion of people with disabilities in the workforce1.

The other options are not correct because:

• A. special treatment for employee with a disability may imply that the employee is not capable of performing their job or that they are entitled to privileges that other employees do not have. This may create resentment and stigma among coworkers and undermine the employee’s self-esteem and autonomy2.
• C. inclusive hiring policy is a good practice, but it is not enough to ensure a diverse workforce. An inclusive hiring policy should be accompanied by other measures, such as disability sensitivity training, reasonable accommodations, mentoring, and career development, to support the retention and advancement of employees with disabilities3.
• D. separate lunchroom for employees with disabilities is a form of segregation that violates the principle of integration and inclusion. It may also create a sense of isolation and alienation for employees with disabilities, who may feel excluded from the social and professional networks of their coworkers4. References:
• 1: CESP Candidate Handbook, page 5
• 2: Disability Sensitivity Training: What is it and Why is it Important?
• 3: How to Create an Inclusive Hiring Policy
• 4: The Importance of Inclusion in the Workplace

Non-paid work experiences (NPWE) are opportunities for students and job-seekers with disabilities to gain exposure to different work settings and tasks, without receiving wages from the employer1. The purpose of NPWE is to provide vocational exploration, assessment, and training, and to facilitate the transition to competitive, integrated employment2. Therefore, NPWE must follow certain guidelines and regulations to ensure that they are not exploitative, discriminatory, or detrimental to the participants or the labor market3.

One of the key guidelines for NPWE is that they must not displace regular employees or impair existing contracts for services4. This means that the NPWE participants must not perform work that would otherwise be done by paid workers, or that would reduce the hours or wages of paid workers5. The NPWE participants must also not be used to fill in for absent employees, or to meet the employer’s labor needs during peak periods. The NPWE must be primarily for the benefit of the participant, not the employer.

In this case, option B is the most likely to be in violation of the guidelines for NPWE, as Susan is performing tasks that are normally done by the beauticians, such as cleaningand folding towels, sweeping the floors, and other odd jobs. Her work helps the beauticians, who are paid workers, and may reduce their workload or hours. This situation may also imply that Susan is not receiving adequate instruction, supervision, or support from the school or the employer, as she is not engaged in any meaningful or relevant work activities that match her vocational interests or goals. Therefore, option B is not a valid NPWE, but a form of exploitation or displacement of regular employees. References: 1: VA Non-Paid Work Experience Factsheet, page 1 2: Certified Employment Support Professional Candidate Handbook, page 5 3: CESP Examination Content Outline, Domain 2, 2Q 4: CESP Examination Content Outline, Domain 1, 1K 5: CESP study guide Flashcards, question 9 : CESP study guide Flashcards, question 10 : CESP study guide Flashcards, question 11

Asking an associate with experience at the company to give you an assessment of the work culture is the most likely way to determine the workplace culture of a company that you are exploring for the job-seeker. This will help you to understand the expectations, norms, values, and communication styles of the company and its employees, as well as the level of supervision and feedback that the job-seeker can expect. This information can help you to match the job-seeker’s preferences and needs with the company’s culture and avoid potential conflicts or misunderstandings. The other options are less helpful because they do not provide direct or reliable information about the company’s culture. Asking his family for ideas may be useful for general strategies, but not specific to the company. Attending the employee orientation may give some insights, but it may not reflect the actual work environment or the supervisor’s style. Reading the company handbook may provide some formal policies, but it may not capture the informal or unwritten aspects of the culture. References: https://apse.org/wp-content/uploads/2019/08/CESP-Practice-Exam-8-2.pdf

 The best job development activity for this scenario is to speak with a station manager about customizing a position that utilizes her strengths and abilities. This option aligns with the principles of individualized employment and career planning, which is one of the domains of knowledge covered by the CESP certification1. Customized employment is a process that matches the skills, interests, and abilities of a job seeker with a disability to the needs of an employer2. By speaking with a station manager, the employment support professional can explore the possibility of creating a job that fits the job seeker’s goal of working in broadcasting, while also addressing her communication challenges. This option also demonstrates respect for the job seeker’s preferences and choices, which is another core value of the CESP certification1.

The other options are not the best job development activities for this scenario. Option B, videoing her to show her how she looks and sounds, is not a job development activity at all. It is more of an assessment or feedback tool that could be used to help the job seeker improve her speech skills, but it does not directly help her find a job in broadcasting. Option C, speaking with a station manager to learn what opportunities exist for people with disabilities at his station, is a job development activity, but it is not individualized or customized to the job seeker’s specific goal and needs. It is more of a general inquiry that could be done for any job seeker with a disability, regardless of their career interests or abilities. Option D, referring her to a speech pathologist, is also not a job development activity. It is a referral to another professional who could provide specialized services to help the job seeker with her speech disorder. While this could be a beneficial service for the job seeker, it does not directly help her find a job in broadcasting. It also implies that the job seeker needs to fix her speech problem before she can work in broadcasting, which is not consistent with the CESP values of inclusion and diversity1.

References: 1: CESP™ - Association of People Supporting Employment First 2: Customized Employment | U.S. Department of Labor

 A reasonable accommodation is any change to the job, the way the job is done, or the work environment that allows a qualified person with a disability to perform the essential functions of that job and enjoy equal employment opportunities1. Reasonable accommodations are required by the Americans with Disabilities Act (ADA) unless they create an undue hardship or a direct threat2. Among the four options, only B is a reasonable accommodation that does not alter the essential functions of the job or impose an undue burden on the employer. Providing longer time to complete mandatory training is a way of adjusting the methods or presentation of the trainingmaterials to accommodate the employee’s disability3. Option A is not a reasonable accommodation because transportation to and from the workplace is not related to the job itself, but rather to the living conditions or mobility of the employee4. Option C is not a reasonable accommodation because assistance from another employee to complete essential functions implies that the employee cannot perform the job on their own, which would make them unqualified for the position5. Option D is not a reasonable accommodation because omitting typing for a data entry position would eliminate an essential function of the job, which would fundamentally alter the nature of the position6. References:

• Reasonable Accommodations in the Workplace
• Your Employment Rights as an Individual with a Disability
• Your Right to Reasonable Accommodation at the workplace
• Reasonable Accommodations - U.S. Office of Personnel Management
• Accommodations | U.S. Department of Labor

 A work-related organizational task is a task that involves arranging, ordering, or coordinating items or activities in a work setting1. The purpose of observing work-related organizational tasks is to assess the job-seeker’s skills, interests, and preferences for different types of work environments and occupations2. Therefore, the observation should be conducted in realistic and natural work settings that match the job-seeker’s vocational goals and potential career paths3.

In this case, the job-seeker is a student with a cognitive disability who enjoys organizational tasks. Options A, B, and D are all examples of work settings where the job-seeker can perform and observe various organizational tasks, such as stocking products, setting tables, and filing documents. These settings can also provide the job-seeker with exposure to different industries, such as retail, hospitality, and education, and help him explore his career interests and options. Option C, however, is not a work setting, but a home setting, where the job-seeker is putting away clean dishes. This option does not provide the job-seeker with a realistic or natural work experience, and it does not help him discover his vocational potential or preferences. Therefore, option C is the least appropriate environment to observe work-related organizational tasks. References: 1: CESP study guide Flashcards, question 8 2: Focus On: Six strategic steps for situational assessment, page 1 3: Certified Employment Support Professional Candidate Handbook, page 5

The best answer is A, because it reflects the individualized employment and career planning domain of the CESP certification. Setting up a job shadowing opportunity for the job seeker at a local veterinary office would help her explore her interests, goals, and aspirations in working with animals, as well as assess her skills, talents, and learning style. It would also provide a community-based work assessment that is relevant to herdesired career path, and help her build connections and relationships with potential employers and mentors12.

Answer B is not correct, because it contradicts the core values and principles of the CESP certification, such as promoting full inclusion in the general workforce, providing community-based services outside institutional, group, and pre-vocational settings, and respecting the right to work and earn wages commensurate with others in similar positions13. Enrolling the job seeker in a sheltered workshop that has a contract with a local pet store would segregate her from the general workforce, limit her opportunities for career advancement and economic self-sufficiency, and potentially exploit her labor and skills.

Answer C is not correct, because it does not demonstrate a rapid engagement of the job seeker in the employment process, nor does it provide a sufficient level of support and guidance for her to find a suitable and satisfying job. Helping her apply online for animal-related jobs would not necessarily match her strengths, interests, needs, and conditions for employment, nor would it help her develop the necessary skills and competencies for working with animals. It would also rely on a passive and impersonal job search method that may not yield positive results or feedback14.

Answer D is not correct, because it does not reflect a good job development practice, nor does it take into account the job seeker’s preferences and readiness for employment. Setting up a job interview for her at a local pet store would not ensure that the job is aligned with her career goals, nor would it help her prepare for the interview process. It would also bypass the important steps of gathering and analyzing labor market information, identifying patterns in job markets, and maintaining updated information on businesses, type of jobs available, and locations of jobs within the community15. References: https://cesp.helpscoutdocs.com/article/637-cesp-examination-content-outline

https://www.apse.org/wp-content/uploads/docs/CESP%20Candidate%20Handbook.1.123.pdf

 The LEAST appropriate way to proceed is to coach her how to quit the job in a professional manner. This would imply that she is not capable of working in that environment and that there are no other options to help her succeed. It would also undermine her self-confidence and career goals. A better approach would be to explore the possible accommodations and supports that could make her job more manageable and enjoyable. You could also visit her office and identify how she can create more order in her workload, such as prioritizing tasks, using a planner, or delegating responsibilities. You could also talk to her support team about ways to cope with her anxiety, such as relaxation techniques, counseling, or medication. References:

• CESP Candidate Handbook, page 13, Domain 4: Workplace and Related Supports, Task 4.1: Identify and implement accommodations and supports to meet the needs of the individual and employer, Knowledge of 4.1.1: Types of accommodations and supports
• CESP Practice Exam, question 2, answer C: The job seeker’s strengths, interests, needs and conditions for employment.

 Direct verbal prompting is the most intrusive type of support because it involves telling the individual what to do or say in a specific situation. This type of support may interfere with the individual’s autonomy, self-determination, and natural interactions with others. It may also create dependency and reduce the individual’s confidence and motivation. Direct verbal prompting should be used sparingly and only when other less intrusive types of support are ineffective or inappropriate. Less intrusive types of support include pictures or checklists, which provide visual cues for the individual to follow; indirect verbal prompting, which involves asking open-ended questions or giving hints to guide the individual; and gesturing, which involves using non-verbal signals such as pointing, nodding, or shaking the head to indicate approval or disapproval. References:

• CESP™ - Association of People Supporting Employment First
• Certified Employment Support Professional - apse.org
• Difference between Invasive, Non-invasive, Intrusive & Non-intrusive
• Including Specific Types of Supports in Plans Operational Guideline - Personal care supports
• Types of OCD | OCD-UK

When negotiating a possible job for a client, the most useful strategy is to present the job seeker in a positive and persuasive way that highlights their skills, abilities, and contributions to the organization. This can help to create a favorable impression of the job seeker and demonstrate how they can meet the employer’s needs and goals. By focusing on the value proposition of the job seeker, the negotiator can also avoid the pitfalls of the other options, such as appearing desperate, patronizing, or unrealistic. Option B is not the most useful strategy because showing all the tax breaks that the business would get from hiring the job seeker may not be enough to convince the employer to hire them, especially if they have other concerns or preferences. Moreover, relying too much on tax incentives may undermine the job seeker’s credibility and self-esteem, as it implies that they are not worth hiring for their own merits. Option C is not the most useful strategy because explaining why hiring a person with a disability is the right thing to do may not be relevant or persuasive to the employer, who may have different motivations or values. Furthermore, appealing to moral or ethical arguments may backfire, as it may make the employer feel guilty, defensive, or resentful, which can damage the relationship and trust between the parties. Option D is not the most useful strategy because promising to have a support staff with the person as long as the employer wants may not be feasible or desirable, as it may create dependency, liability, or interference issues. Additionally, promising something that may not be possible or necessary may reduce the negotiator’s credibility and bargaining power, as it may signal a lack of confidence or honesty. References:

• Negotiating a Job Offer? Here’s How to Get What You Want.
• 6 Negotiation Skills All Professionals Can Benefit From
• 15 Rules for Negotiating a Job Offer

The least appropriate statement to use in negotiating a position with a potential employer is option A. This statement does not follow the core values and principles of employment support, such as individualization, empowerment, and dignity. It focuses on the job-seeker’s disability rather than his abilities, and it suggests that the employer should create a position for him out of charity or pity, rather than based on his skills and the employer’s needs. This statement can also create a negative impression of the job-seeker as someone who needs special treatment or accommodation, rather than someone who can add value to the company.

The other statements are more appropriate than option A, for the following reasons:

• Option B: This statement follows the core values and principles of employment support, such as individualization, career development, and quality outcomes. It identifies the job-seeker’s skills and the employer’s needs, and it proposes a mutually beneficial solution that can increase the productivity and efficiency of the business. It also implies that the job-seeker can perform the basic office work without requiring significant modifications or supports.
• Option C: This statement follows the core values and principles of employment support, such as individualization, empowerment, and respect. It highlights the job-seeker’s work experience and education, and it expresses interest in exploring possible job opportunities in the business. It also shows professionalism and courtesy by asking for a scheduled time to discuss the matter, rather than imposing or demanding a meeting.
• Option D: This statement follows the core values and principles of employment support, such as individualization, career development, and quality outcomes. It identifies the job-seeker’s skills and the employer’s needs, and it offers a cost-effective solution that can reduce the overtime expenses and workload of the current workers. It also indicates that the job-seeker can perform the data entry tasks without requiring significant modifications or supports.

References:

• APSE CESP Practice Exam
• APSE CESP Exam Content Outline
• APSE CESP Study Guide

According to the CESP Candidate Handbook1, Domain 4 of the CESP certification covers Workplace and Related Supports, which includes the following tasks:

• 4.1 Conduct job analysis to identify the essential functions, skills, and supports needed for successful job performance.
• 4.2 Provide job training and coaching to facilitate skill acquisition, work performance, and retention.
• 4.3 Collaborate with the employer, the employee, and other stakeholders to develop and implement natural and ongoing supports.
• 4.4 Monitor and evaluate the employee’s work performance, satisfaction, and career development.

The best time for an employment support professional to conduct a job analysis is once the individual has accepted a position. This would be consistent with the task 4.1, which requires the employment support professional to identify the essential functions, skills, and supports needed for successful job performance. By conducting a job analysis after the individual has accepted a position, the employment support professional would be able to collect accurate and relevant data on the specific job duties, tasks, activities, and elements, as well as the work environment, tools and equipment, relationships, and requirements. This information would help the employment support professional to provide job training and coaching, collaborate with the employer and the employee, and monitor and evaluate the employee’s work performance, satisfaction, and career development.

The other options are not the best times to conduct a job analysis, because they either occur too early or too late in the employment process. Conducting a job analysis after the individual starts work (option B) is too late, because the employment support professional would miss the opportunity to provide job training and coaching, and to facilitate the employee’s adjustment and integration into the workplace. Conducting a job analysis on the day of the interview (option C) is too early, because the employment support professional would not have enough information or access to the specific job and workplace that the individual is applying for. Conducting a job analysis when the individual applies for work (option D) is also too early, because the employment support professional would not know which position the individual would be offered or accept, and would have to conduct multiple job analyses for different potential jobs.

References: 1: CESP Candidate Handbook, page 10.

 According to the U.S. Department of Labor-funded Job Accommodation Network (JAN), 59 percent of accommodations for employees with disabilities cost nothing, while the rest of the accommodations had a typical cost of only $5001. This means that most workplace accommodations for people with a psychiatric disability are either free or very low-cost for the employer. Some examples of such accommodations are flexible scheduling, modified training and supervision, and leave for treatment or recovery234. These accommodations can benefit both the employee and the employer by enhancing productivity, reducing absenteeism, and improving retention24. References:

• Accommodations for Employees with Mental Health Conditions
• Workplace Accommodations for People with Mental Illness: A Scoping Review
• Reasonable accommodations for disabilities - Employer.gov
• Workplace Mental Health - Reasonable Job Accommodations

The LEAST appropriate response to the female’s concern is B, because it implies that she should not do an assessment unless she knows exactly what she wants to do. This is contrary to the purpose of situational assessments, which are meant to help individuals with disabilities explore their interests, skills, and preferences in different work environments1. Telling her that it is best to have a clear idea of her career goal may discourage her from trying new things and limit her options. The other responses are more supportive and reassuring, as they emphasize the benefits of assessments and acknowledge her feelings. References: 1: CESP Candidate Handbook, page 5. Download here.

Collecting data for a task analysis requires observation. Task analysis is the method of learning through observation. A person closely observes another person to understand how they complete tasks. They then divide that larger task into subtasks, making it more manageable1. Observation is the primary way of collecting data for a task analysis, as it allows the analyst to see the actual steps, actions, and skills involved in performing a task. Instruction, fading, and training are not methods of collecting data, but rather methods of providing support or intervention to the person performing the task. References:

• What Is Task Analysis? Definition, How To and Examples

 According to the CESP Handbook1, the minimum standard for a person to be ready for competitive employment in her own community is the desire to work. This is based on the core value of presumption of employability, which means that every person with a disability can work in the community with the right supports and opportunities1. The other options (B, C, and D) are not minimum standards, but rather skills or resources that can be developed or provided through individualized employment and career planning, community research and job development, and workplace and related supports1. References: 1: Certified Employment Support Professional Handbook, page 10.

 The ADA is a federal civil rights law that prohibits discrimination against people with disabilities in everyday activities. To be protected by the ADA, one must have a disability that meets the definition of the law. According to the ADA, a person with a disability is someone who:

• has a physical or mental impairment that substantially limits one or more major life activities, such as walking, seeing, hearing, speaking, breathing, learning, working, or caring for oneself
• has a history or record of such an impairment, such as cancer that is in remission, or
• is perceived by others as having such an impairment, such as a person who has scars from a severe burn.

The ADA does not require a person to apply for benefits, work with an employment support professional, or receive Social Security to be covered by the law. These are not criteria for determining disability status under the ADA. Therefore, options A, B, and C are incorrect. References:

• Introduction to the Americans with Disabilities Act
• The Americans with Disabilities Act
• Employers and the ADA: Myths and Facts
• Your Rights Under the Americans with Disabilities Act

This question belongs to Domain 2 Individualized Employment and Career Planning, which covers the skills and knowledge needed to assess the job seeker’s preferences, abilities, and goals, and to develop a customized employment plan based on the job seeker’s strengths andinterests1. One of the tasks in this domain is to review the job seeker’s information to identify the most important factors for successful employment2. In this case, the job seeker has a cognitive disability, which may affect her learning, memory, problem-solving, and communication skills3. She also has some specific preferences for her work environment, such as interacting with customers, working in a temperature-controlled setting, and avoiding working when it is dark outside. Based on these factors, the best fit for her would be a job that:

• Allows her to use her social skills and customer service abilities
• Provides a comfortable and consistent work environment
• Matches her preferred work hours and schedule

Among the four options given, only option D meets all these criteria. Cashiering at a retail store during the early afternoon would allow her to interact with customers, work in a temperature-controlled setting, and avoid working when it is dark outside. Option A, preparing food during morning hours, may not involve much customer interaction, and may expose her to varying temperatures and potential hazards in the kitchen. Option B, assisting customers at a plant nursery during the afternoon, may not be temperature-controlled, and may require working with plants and soil, which may not suit her preferences. Option C, filing and scanning documents in an office during lunch hours, may not offer enough customer interaction, and may be too short and irregular for her work hours.

Therefore, option D is the best fit for the job seeker, as it matches her preferences, abilities, and goals the most. References: 1: CESP Examination Content Outline - CESP 2: CESP Content Outline - CESP 3: Cognitive Disability - CDC

Motivational interviewing is a counseling approach that helps people find the motivation to make positive behavior changes. It is based on the use of a guiding style that is collaborative, evocative, and honors client autonomy1. Asking open-ended questions is one of the core skills of motivational interviewing, as it encourages the client to elaborate and dive deeper into their own reasons and goals for change2. Open-ended questions also demonstrate interest and respect for the client’s perspective, and avoid imposing the counselor’s agenda or opinions3.

The other options are not the best descriptions of the motivational interviewing technique. Option B, inquiring about barriers to employment, may be relevant for some clients, but it is not specific to motivational interviewing. It may also focus too much on the negative aspects of the client’s situation, rather than eliciting their strengths and resources. Option C, encouraging the support person to answer, may violate the client’s autonomy and privacy, and may undermine the collaborative relationship between the counselor and the client. Option D, focusing on the person’s medical needs, may also be important for some clients, but it is not the main focus of motivational interviewing. It may also neglect the client’s psychological, social, and emotional needs, and may not address the client’s ambivalence or readiness for change. References: 1: Motivational Interviewing: Definition, Techniques, and Efficacy 2: 7 Motivational Interviewing Techniques For Professionals 3: Motivational interviewing | The BMJ

 The LEAST appropriate response is to discuss this with him publicly so that his co-workers and manager know that you have addressed the concern. This would violate his right to privacy and dignity, and could also damage his relationships with his colleagues and employer. It could also increase his stress and anxiety, which could worsen his behavior. A better approach would be to speak with him privately and respectfully, and try to understand the reasons behind his rudeness. You could also observe him at work and provide feedback and support as needed. You could also ask the manager how she normally handles discipline with her employees and encourage her to treat him like everyone else, as long as it is fair and consistent. References:

• CESP Candidate Handbook, page 13, Domain 4: Workplace and Related Supports, Task 4.2: Provide ongoing support to the individual and employer to maintain employment, Knowledge of 4.2.1: Strategies for providing feedback and support to the individual and employer
• CESP- ASPE Flashcards, card 66, Job Coaching, Definition: The process of providing on-the-job training and support to individuals with disabilities to help them learn and perform the work and adjust to the work environment.

 Transition planning is a process to help students with disabilities and their families think about their life after high school and prepare for it12. The purpose is to help students develop the skills and connections they need to achieve their post-secondary goals, such as education, employment, and independent living34. Transition planning should start as early as possible, preferably before the student enters high school, to allow enough time for the student to explore their interests, strengths, and needs, and to identify and access the appropriate services and supports56. Starting transition planningtoo late may limit the student’s options and opportunities for a successful transition to adulthood6. References:

• Wisconsin Department of Public Instruction
• Understood
• Disability Rights Ohio
• Guide to Transition Planning for Students with Disabilities
• Edutopia
• Transition Planning for Students with Disabilities

A CBWA is an assessment conducted in a community employment setting with the purpose of helping the customer learn about his or her abilities and to determine if competitive integrated employment is an appropriate vocational goal1. A CBWA is not a job placement service, and the customer should not accept or decline a job offer without completing the assessment and discussing the results with all stakeholders, such as the RS counselor, the CDC or contractor, the employer, and the family or support network2. Completing the CBWA and discussing the job opportunity with allstakeholders will allow the customer to make an informed decision based on her interests, skills, preferences, and support needs. It will also ensure that the job offer is consistent with the customer’s vocational goal and that the employer is willing to provide reasonable accommodations and ongoing support if needed3.

The other options are not correct because:

• A. Inquiring if the other CBWA sites would hire her so that she would have options from which to choose may be premature and unnecessary. The customer should first complete the CBWA and evaluate the job offer based on her assessment results and vocational goal. Having more options may not necessarily benefit the customer if they are not aligned with her abilities and interests4.
• B. Declining the job offer immediately may be a missed opportunity for the customer. The customer should not reject a job offer without completing the CBWA and discussing the pros and cons of the job with all stakeholders. The job offer may be a good match for the customer’s abilities and interests, and the employer may be willing to provide reasonable accommodations and ongoing support if needed3.
• C. Accepting the job offer immediately may be a hasty decision for the customer. The customer should not accept a job offer without completing the CBWA and discussing the implications of the job with all stakeholders. The job offer may not be a good fit for the customer’s abilities and interests, and the employer may not be able to provide reasonable accommodations and ongoing support if needed3. References:
• 2: Community-Based Work Assessment (CBWA) Procedures
• 1: Berks County Community-Based Work Assessments - Threshold Rehabilitation Services
• 3: Community Based Work Assessments Definition | Law Insider
• 4: Community-Based Work Assessment / Experience | steps2work.ca

The best practice in assisting a person to find a job of choice is to use a “discovery” process that includes situational assessments based on the individual’s identified interests. This is because this process allows the job coach to learn about the person’s strengths, preferences, skills, and support needs in various settings and situations, rather than relying on formal records or standardized tests that may not capture the person’s true potential or motivation1. The discovery process also involves the person and their family, friends, and other natural supports in identifying their employment goals and developing a career plan2.

References:

• 1: Discovery: A Guide for Employment Support Professionals1
• 2: The Discovery Process: An Introduction2

The best response the employment support professional (ESP) can offer to relieve the employer’s concern is to assure them that they can provide assistance and guidance to the employee’s co-workers if there are any issues or challenges related to working with a person with disabilities. This response shows that the ESP is committed to supporting the employee’s successful integration and inclusion in the workplace, and that they are willing to address any potential problems that may arise from negative or inaccurate attitudes toward the employee with disabilities. The ESP can also offer to provide information, education, or training to the co-workers to help them understand the employee’s disability, strengths, and needs, and to foster positive and respectful interactions. This response is consistent with the evidence-basedpractices and principles of supported employment, which emphasize the role of the ESP as a facilitator and a resource for both the employee and the employer