APSE CESP Certified Employment Support Professional (CESP) Exam Practice Test

 it is not a valid strategy for customizing a job for an employee. Customizing a job means creating or modifying a position that matches the skills and interests of the employee with the unmet needs of the employer1. Job duties that remove employees from their areas of expertise, and combine the tasks into one position to save employer money, do not meet this criterion. They may also result in lower quality of work, lower job satisfaction, and lower retention rates2.

Answer A is not correct, because it is a possible way to customize a job for an employee. Job duties not essential to the employer’s needs can be eliminated or reassigned to create a more focused and efficient position that suits the employee’s strengths and preferences1.

Answer C is not correct, because it is also a possible way to customize a job for an employee. Tasks that are not being done or done often enough, and negotiate a job description, can help to fill a gap in the employer’s operations and create a niche for the employee1.

Answer D is not correct, because it is another possible way to customize a job for an employee. Tasks for which the employer is paying overtime that could be combined into a position to save the company money, can help to reduce the employer’s costs and increase the employee’s productivity1. References: 

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

 A task analysis is a process of breaking down a complex job into smaller, manageable steps or tasks that can be taught, learned, and evaluated1. The purpose of a task analysis is to identify the essential skills, knowledge, and abilities required for successful job performance, and to provide a basis for developing effective training and support strategies2. Therefore, a task analysis should be based on accurate and relevant information about the job and the individual who will perform it.

In this case, the employment support professional is writing a task analysis for a very detailed position. Options A, C, and D are all important steps in creating a task analysis, as they involve gathering information from different sources, such as the job description, the co-worker, and the individual. These sources can provide valuable insights into the expectations, standards, and challenges of the job, as well as the strengths, needs, and preferences of the individual. Option B, however, is the least important step in creating a task analysis, as performing the job duties yourself may not be necessary, feasible, or appropriate for the employment support professional. Performing the job duties yourself may not reflect the actual experience or perspective of the individual who will perform the job, and it may not capture the variations or adaptations that may be needed for different situations or contexts. Therefore, option B is not a crucial step in creating a task analysis. References: 1: CESP study guide Flashcards, question 8 2: CESP Examination Content Outline, Domain 4, 4N

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

According to the CESP handbook, one of the roles of the employment support professional (ESP) is to collaborate with other service providers, such as residential staff, to ensure the individual’s employment success1. This includes coordinating and communicating with the residential staff about the individual’s employment goals, needs, and preferences1. However, the ESP should respect the boundaries and roles of the residential staff and avoid imposing unreasonable expectations on them1. Therefore, the only reasonable expectation to ask from the residential staff in support of the individual’s employment is to support the individual in maintaining a clean work uniform, as this is a basic hygiene and appearance requirement that can affect the individual’s performance and acceptance at work1. The other options are not reasonable because they are either beyond the scope of the residential staff’s responsibility or interfere with the ESP’s role. For example, ensuring the individual is making friends at work is not a direct support service that the residential staff can provide, and it may also infringe on the individual’s privacy and autonomy1. Calling the employer to discuss issues the employee is having at work is not appropriate for the residential staff, as this may confuse the employer and undermine the ESP’s relationship with the employer and the individual1. Reviewing skills learned at work and practicing tasks that might be difficult to perform is the primary responsibility of the ESP, who has the expertise and training to provide effective job coaching and skill development1. The residential staff should not interfere with the ESP’s instruction or assessment of the individual’s work skills1. References: 1: Certified Employment Support ProfessionalTM [EMPLOYMENT SUPPORT PROFESSIONAL CERTIFICATION COUNCIL] Certified Employment Support ProfessionalTM 2018 \nCertification Handbook \nLast Updated 11/2/18 \nEmployment Support Professional Certification Council Kari Tietjen, CESPTM Director kari@apse.org June 20, 2018 The Certified Employment Support Professional (CESP) Credential The Certified Employment Support Professional (CESP) credential recognizes individuals who have demonstrated a sufficient level of of knowledge and skill to provide integrated employment support services to a variety of client populations. The CESP credential is intended to help employers, employees and potential employees by increasing the visibility of – and access to – competent individuals in the profession. Individuals who earn the CESP credential have demonstrated knowledge of the facilitation and advocacy skills necessary to help establish and expand equitable employment opportunities for individuals with disabilities. CESPs also raise awareness of benefits within the business community, and promote social change that fosters an independent, productive lifestyle for individuals with disabilities. About ESPCC The EmploymentSupport Professional Certification Council (ESPCC) was established in 2011 by the APSE Board of Directors to establish and implement policies and procedures for the CESP certification program and to oversee the development the CESP examination. The ESPCC is responsible for developing and overseeing all aspects of the certification program. What is Certification ESPCC developed the Certified Employment Support Professional (CESP) program to set a standard of knowledge and distinguish employment support professionals who have shown they have the skill and competence to perform the requirements of the job. Professional certification is different than a training or educational program. Training programs offer a certificate of attendance when an individual completes the coursework, but they do not give a credential. ESPCC used a nationally recognized process to define the roles and responsibilities of the employment support professional and awards a credential after the individual passes an exam to demonstrate their competence. Meet Eligibility Requirements Submit Application Prepare for the Exam Meet Professional Development Requirements Display your CESP Credential Pass the Exam Potential Job Roles, Practice Settings of Typical Candidates/Certificants The ESPCC developed the CESPTM for employment support professionals (ESPs) who provide employment services to individuals with significant disabilities by assisting individuals to obtain and maintain competitive employment in integrated community workplaces. The CESP credential is designed for job coaches, job developers, transition employment specialists, job placement personnel, and employment specialists/consultants who serve a wide variety of target audiences including individuals with intellectual/developmental disabilities, mental health diagnoses, sensory impairments, physical disabilities, traumatic brain injury and autism spectrum disorders.

 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

 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

 Motivational interviewing is a collaborative, goal-oriented method of communication that aims to enhance the individual’s intrinsic motivation to change1. It is based on four principles: expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy2. Motivational interviewing does not involve deferring to the vocational rehabilitation counselor for decision making, as this would undermine the individual’s autonomy and self-determination. Rather, motivational interviewing respects the individual’s perspective and preferences, and helps them explore and resolve their own ambivalence to change3. References:

• Motivational Interviewing: Helping People Change, Chapter 1
• Motivational Interviewing in Employment Services, page 4
• APSE CESP Study Guide, page 18, Section 2.2.1

According to the APSE Employment Support Professional (CESP) certification handbook1, one of the core values and principles of practice is to respect the individual’s right to self-determination and informed choice. This means that the employment support professional should support the individual’s preferences and goals, and not impose their own opinions or decisions on them. Therefore, the employment support professional should not answer the questions for the individual (A), disclose the individual’s disability without their consent (B), or discourage the individual from seeking their assistance (D). The most appropriate way to provide support is to explain their role in the process and to provide support as needed after the individual introduces themselves ©. This way, the employment support professional can help the individual prepare for the interview, clarify any questions or concerns, and facilitate communication and accommodation if necessary234. However, the employment support professional should also respect the individual’s autonomy and let them take the lead in the interview as much as possible23. References:

• APSE Employment Support Professional (CESP) certification handbook
• Face-to-Face Interviewing | Business Communication Skills for Managers
• How to Conduct a Face-to-Face Interview Best Practices - BerniePortal
• Interview advice | National Careers Service

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 MOST appropriate way to proceed in this situation is to reframe the employer’s question from diagnosis to reasonable accommodations in the workplace. This is because it respects the job seeker’s right to privacy and self-determination, while also addressing the employer’s concerns about the job performance and productivity. It also helps to focus on the job seeker’s abilities and skills, rather than the disability label or symptoms. By reframing the question, the employment support professional can also educate the employer on the benefits of hiring people with disabilities, such as diversity, loyalty, and innovation. Furthermore, it can also open up a dialogue about the available resources and supports for both the employer and the employee, such as tax credits, assistive technology, or job coaching. References:

• APSE CESP Practice Exam, Question 2
• APSE CESP Exam Content Outline, Domain 3, Task 3.4
• APSE CESP Code of Conduct, Principle 1, Section 1.2
• APSE CESP Handbook, Page 13, Section 4.2.2

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.

An assistive technology tool is any device, software, or equipment that helps people work around their challenges and achieve their goals1. A visual task list is an example of an assistive technology tool that can help employees with cognitive disabilities, learning disabilities, or attention deficits to organize their tasks, prioritize their work, and stay focused23. The other options are not correct because:

• An individualized education plan (IEP) is a document that outlines the special education and related services that a student with a disability will receive in school4. It is not relevant to the workplace setting.
• A workplace accommodation is any change in the work environment or in the way things are customarily done that enables an individual with a disability to enjoy equal employment opportunities5. A visual task list may be considered a workplace accommodation if it is provided by the employer to enable the employee to perform the essential functions of the job, but it is not the only example of a workplace accommodation.
• A task analysis is a process of breaking down a complex task into smaller, manageable steps that can be taught to the learner6. A visual task list may be based on a task analysis, but it is not the same thing. A task analysis is a method of instruction, while a visual task list is a tool for self-management. References:
• Domain 4 Workplace and Related Supports123456
• What is Assistive Technology?
• Using Visual Schedules: A Guide for Parents
• Visual Task Lists for Students with Disabilities
• Individualized Education Program (IEP)
• Workplace Accommodations
• Task Analysis

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

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 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

 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 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.

The work hours are the least likely factor to be causing his current difficulties at work, because he has been working the same hours for two years without any problems. The other factors (A, C, and D) are more likely to affect his performance and alertness, as they can change over time or have an impact on his mental and physical well-being. For example, his medication may have side effects, his sleeping pattern/schedule may be disrupted, or his general health/mental illness may worsen or fluctuate. These factors may require adjustments or accommodations to help him succeed at work. References:

• APSE CESP Practice Exam, Question 1
• CESP Exam Content Outline, Domain 4, Task 4.2
• CESP Handbook, page 12

The most appropriate way to communicate through an ASL interpreter with a job seeker who is Deaf and uses sign language is to direct your attention to the job seeker. This shows respect and inclusion for the job seeker, and allows you to pick up their non-verbal cues. You should also speak in the first person, use your normal language and tone, and pause for the interpreter to interpret. Writing notes, speaking to the interpreter, or shifting eye contact are not recommended, as they can create confusion, distraction, or misunderstanding. References: 10 Tips for Using a Sign Language Interpreter, Best Practices for Using an ASL Interpreter, Etiquette using interpreter, Best Practices for Communicating Through an Interpreter

A situational assessment is a process of observing and evaluating a person’s skills, interests, and abilities in a real work setting1. The purpose of a situational assessment is to identify the person’s strengths, preferences, and support needs for employment2. Based on the information given, the best option for scheduling a situational assessment for the 24-year-old woman is a local recreational center that runs an after-school art program for young children. This option matches her interest in children and art, and provides an opportunity to demonstrate her creativity and interpersonal skills. The other options are less suitable because they either do not align with her interests, do not offer a variety of tasks, or do not provide a natural work environment. References: 1: Focus On: Six strategic steps for situational assessment3 2: CESP study guide2 3:

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.

Labor market data is the collection and analysis of information about the supply and demand of labor in different occupations, industries, and locations. Labor market data can provide information on various aspects of employment, such as wages, hours, skills, education, training, and projections. Among the four options, only earnings are directly related to labor market data, as they reflect the compensation of workers for their labor. Accommodations, transportation, and retirement benefits are not provided by labor market data, as they are not directly related to the value of labor, but rather to the living conditions, mobility, and future security of workers. References:

• U.S. Bureau of Labor Statistics
• Economic and Labor Market Data | U.S. Department of Labor
• OECD Employment and Labour Market Statistics

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 identifying natural supports for Mandy:

Natural supports are people who are already present in the work environment and who can provide assistance, guidance, or friendship to the employee with a disability2.

Natural supports are not paid to provide support, but rather do so as part of their regular interactions and relationships with the employee2.

Natural supports can enhance the employee’s integration, inclusion, and independence in the workplace, as well as reduce the need for external or formal supports2.

Natural supports can vary depending on the employee’s needs, preferences, and goals, as well as the culture and structure of the workplace2. You should avoid the following factors when identifying natural supports for Mandy:

Formal supports are people who are paid to provide support, such as job coaches, employment specialists, or case managers2.

Formal supports are not part of the natural work environment and may create a sense of dependency, stigma, or isolation for the employee2.

Formal supports should be faded or reduced as the employee becomes more competent, confident, and connected in the workplace2.

Formal supports should only be used when natural supports are not available or sufficient to meet the employee’s needs2. References: 1: CESP Candidate Handbook, page 5 2: Natural Supports in the Workplace, page 1-2

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

According to the APSE website, school-to-work eligibility requirements are based on the following factors1:

• The student must be enrolled in a school district or an approved private school.
• The student must have an Individualized Education Program (IEP) or a 504 Plan that includes transition services and goals.
• The student must be at least 14 years old and not older than 21 years old.
• The student must have a desire to work and a commitment to participate in the program. Therefore, the option C, work history, is not a factor in meeting school-to-work eligibility requirements. The other options are factors that are considered for the program. References:
• School-to-Work Transition

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

 The best option for the employment support professional to do is to recommend the family consult with a benefits specialist. A benefits specialist is someone who can provide accurate and individualized information on how work and earnings may affect the student’s eligibility for SSI and other public benefits, such as Medicaid, food stamps, or housing assistance. A benefits specialist can also explain the various work incentives and programs that are available to help the student transition to work without losing essential benefits and supports. For example, the student may qualify for the student earned income exclusion, which allows a student under age 22 and regularly attending school to exclude some or all of their earnings from income when determining their SSI benefit amount12. A benefits specialist can also help the student and the family plan for future goals and needs, such as saving for education, training, or assistive technology.

The other options are not appropriate for the employment support professional to do because:

• A. Advising the family that the student is required to work as part of the transition plan may be seen as coercive or insensitive to the family’s concerns and fears. It may also create conflict or resistance between the family and the school or the employment support professional. The student’s transition plan should be based on the student’s preferences, interests, needs, and strengths, and should involve the collaboration and agreement of all parties involved, including the student, the family, the school, and the employment support professional.
• B. Informing the family that the student can work 15 hours per week without affecting benefits and insurance may be inaccurate or misleading, as the impact of work and earnings on benefits and insurance may vary depending on the student’s individual situation and the type and amount of income they receive. It may also be insufficient to address the family’s concerns and questions, as they may need more detailed and specific information on how work and earnings may affect the student’s current and future benefits and supports.
• C. Agreeing with the family that the student who has SSI cannot work may be discouraging or limiting for the student’s potential and opportunities. It may also be contrary to the core values and principles of the employment support professional, which include promoting the inclusion, empowerment, and self-determination of people with disabilities in the workforce and society. It may also be inconsistent with the evidence and best practices that show that people with disabilities can work and achieve positive outcomes with appropriate supports and accommodations. References:
• SSI Spotlight on Student Earned Income Exclusion
• SSI Rules for College Students

The best option to address this issue is to collect data on how many forms the worker enters per hour to establish a baseline comparison of her performance to the job site’s production standard. This will help you to identify the gap between the worker’s current and expected productivity, and to monitor her progress over time. It will also provide objective evidence to support any requests for accommodations or modifications that may be needed to help the worker succeed in her job. The other options are not recommended, as they may have negative consequences for the worker, the employer, or yourself. Continuing the training program as designed may not be effective or sufficient to address the worker’s difficulties, and may lead to frustration or failure. Asking the employer for an accommodation and negotiating a lower production rate for the worker may not be feasible or fair, and may stigmatize the worker or lower her self-esteem. Assuring the employer that you will get the work done by completing some of the data entry yourself is unethical and unprofessional, as it violates the principles of informed choice, empowerment, and independence for the worker, and may create dependency or resentment. References: Employment after Traumatic Brain Injury, Job Accommodations for People with Brain Injuries, Best Practices for Communicating Through an Interpreter

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

A. take a job duty and break it down into teachable steps Comprehensive and Detailed Explanation: = This question belongs to Domain 4 Workplace and Related Supports, which covers the skills and knowledge needed to provide ongoing support to the employee and the employer in the workplace1. One of the tasks in this domain is to conduct a task analysis of the job duties and expectations2. A task analysis is a process of breaking down a complex job duty into smaller, sequential, and teachable steps3. Theprimary purpose of a task analysis is to help the employee learn the skills and procedures required for the job, and to identify the best methods and strategies for teaching and supporting the employee4. A task analysis can also help the job coach to assess the employee’s progress, identify areas of strength and weakness, and plan for fading and natural supports.

Among the four options given, only option A correctly describes the primary purpose of a task analysis. Option B, listing the types of responsibilities of the employee, is not the primary purpose of a task analysis, but rather a preliminary step before conducting a task analysis. Option C, helping the job coach fade from supporting the employee, is not the primary purpose of a task analysis, but rather a possible outcome of a successful task analysis and training. Option D, identifying various positions available in an organization, is not the primary purpose of a task analysis, but rather a part of the job development process.

Therefore, option A is the correct answer, as it matches the definition and purpose of a task analysis the most. References: 1: CESP Examination Content Outline - CESP 2: CESP Content Outline - CESP 3: Task Analysis - National Professional Development Center on Autism Spectrum Disorder 4: Task Analysis: Steps for Implementation - NationalProfessional Development Center on Autism Spectrum Disorder : Task Analysis - Virginia Commonwealth University : Job Analysis - Virginia Commonwealth University : Fading Supports - Virginia Commonwealth University : Job Development - Virginia Commonwealth University

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 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.

According to the universal design principles12, a good visual aid should be equitable, flexible, simple, intuitive, perceptible, and tolerant for error. Among the four options, only B meets these criteria. A map on the client’s phone (A) may not be accessible or convenient for all users, especially if they have vision or dexterity impairments, or if they do not have a phone. A printed map in the breakroom © may not be easily visible or available for reference when needed. Written instructions at the main workstation (D) may not be understandable or legible for users with low literacy or language skills. Arrows indicating turns that are taped to the floor (B) are a simple and intuitive way to guide the user along the preferred path, regardless of their abilities or preferences. They are also perceptible in different lighting and noise conditions, and they minimize the risk of errors or accidents. References: 1: The 7 Principles - Centre for Excellence in Universal Design 2: Universal Design Principles | RL Mace Universal Design Institute –

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.

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

 The first step that you should take in helping this worker improve her job performance is to ask a bilingual Hispanic co-worker what cues she uses to distinguish the toiletries. This option follows the core values and principles of employment support, such as individualization, natural supports, and respect. It recognizes the worker’s cultural and linguistic background, and it seeks to find a solution that is based on her strengths and preferences. It also utilizes the existing resources and relationships in the workplace, and it promotes the worker’s independence and inclusion.

The other options are not as good as option A, for the following reasons:

• Option B: Asking the manager for an accommodation by substituting another job duty for the one that she is having difficulty completing is not a bad option, but it is not the first step that you should take. This option may imply that the worker is not capable of performing the original job duty, and that she needs a special favor or exception from the employer. This option may also limit the worker’s career development and satisfaction, as it may not match her interests or goals. Therefore, this option should be considered only after exploring other possible solutions, such as option A.
• Option C: Asking the manager if the worker can be paired with a co-worker to be her natural support for completing her daily job duties is also not a bad option, but it is not the first step that you should take. This option may depend on the availability and willingness of the co-worker, and it may create a dependency or a burden for the co-worker. This option may also reduce the worker’s autonomy and confidence, as it may suggest that she cannot do the job on her own. Therefore, this option should be considered only after exploring other possible solutions, such as option A.
• Option D: Talking with the individual to determine if the job is a good match and if she needs to look for another job is not a good option, as it does not follow the core values and principles of employment support, such as empowerment, career development, and quality outcomes. This option may discourage the worker and undermine her achievements and potential. It may also create a negative impression of the worker to the employer, and it may jeopardize the worker’s employment status and income. Therefore, this option should be avoided unless there is no other way to resolve the issue.

References:

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

The best approach would be to arrange for another benefits analysis to inform the individual how the raise will affect his benefits. A benefits analysis is a service that provides information on how work and earnings may impact the eligibility and amount of SSDI and other public benefits, such as Medicare, Medicaid, food stamps, or housing assistance. A benefits analysis can also explain the various work incentives and programs that are available to help SSDI recipients transition to work without losing essentialbenefits and supports. For example, SSDI recipients may qualify for a trial work period, an extended period of eligibility, an expedited reinstatement, or an impairment-related work expense deduction12. A benefits analysis can help the individual and the employment support professional plan for future goals and needs, such as saving for education, training, or assistive technology.

The other options are not appropriate for the employment support professional to do because:

• A. Asking the employer not to give him the raise may be seen as disrespectful or discouraging to the individual’s work performance and career advancement. It may also create conflict or mistrust between the individual and the employer or the employment support professional. The individual has the right to accept or decline the raise based on his or her own preferences and informed choices.
• B. Doing nothing, because the Social Security office will learn about the raise when he files his taxes, may be risky or irresponsible for the individual and the employment support professional. The individual is required to report any changes in his or her work and earnings to the Social Security office as soon as possible, as they may affect his or her SSDI eligibility and amount. Failing to report changes in a timely manner may result in overpayments, underpayments, penalties, or termination of benefits34.
• D. Reminding the individual to inform the Social Security office about the raise may be helpful, but not sufficient, to address the individual’s concerns and questions about how the raise will affect his or her benefits. The individual may need more detailed and specific information on how the raise will affect his or her current and future benefits and supports, and what work incentives and programs he or she may be eligible for or need to apply for. The employment support professional should also follow up with the individual and the Social Security office to ensure that the information is reported and processed correctly. References:
• Working While Disabled: How We Can Help
• The Rules for Working While Receiving Social Security Disability
• Income Limits for SSDI Benefits
• Working Part-Time While Getting Disability Benefits

 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

Discussing how difficult it is to find jobs for people with disabilities is the least appropriate topic to be discussed when meeting with a new business owner to market your employment program. This topic may convey a negative impression of your program and the people you support, and may discourage the business owner from considering hiring them. It may also contradict thecore values and principles of the CESP certification, which include promoting the inclusion, empowerment, and self-determination of people with disabilities in integrated employment settings1. Instead, a more appropriate topic would be to highlight the benefits and advantages of hiring people with disabilities, such as their skills, abilities, contributions, and diversity2. References: 1: CESP™ - Association of People Supporting Employment First 2: What is CESP? - Employment Advocates Group

Paid work trials are a form of on-the-job training that allow employers to assess the skills and suitability of potential employees before offering them a job contract. They are different from unpaid work trials, which are only legal if they are brief, supervised, and used to demonstrate the minimum requirements of the job12. Paid work trials are also different from volunteer work, which is done for a charitable or community organization without expectation of payment or employment3. A guarantee of job offer is not a part of a paid work trial, as the employer may decide not to hire the worker after the trial period. Going to the day program is not a paid work trial, as it is not related to a specific job or employer. References: 1: What are Your Entitlements: Paid vs Unpaid Trials 2: When is a Trial Shift Legal? (2024 Update) - Lawpath 3: Volunteering - Fair Work Ombudsman