CESP Sample Questions Answers

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

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.

According to the CESP Candidate Handbook1, one of the knowledge areas for Domain 3: Community Research and Job Development is “Strategies for marketing job seekers to employers”. The handbook also states that “The CESP exam is based on the application of knowledge, not just the recall of facts”. Therefore, the best answer is the one that demonstrates the most effective and evidence-based practice for presenting a person’s experience to a potential employer.

Option C is the best answer because a visual portfolio is a collection of work samples, photos, videos, or other materials that showcase a person’s skills, abilities, and achievements in a concrete and appealing way2. A visual portfolio can help anemployment support professional to highlight the person’s strengths and interests, match them to the employer’s needs and expectations, and address any possible concerns or questions that the employer may have3.

Option A is not the best answer because a social networking account may not be relevant or appropriate for demonstrating a person’s experience in a professional context. A social networking account may contain personal or private information that the person may not want to share with a potential employer, or that may create a negative impression of the person’s character or suitability for the job4.

Option B is not the best answer because a job analysis is a tool that an employment support professional uses to gather information about the tasks, duties, skills, and requirements of a specific job. A job analysis is not a resource that can demonstrate a person’s experience, but rather a method that can help identify the best fit between a person and a job.

Option D is not the best answer because an individualized employment plan is a document that outlines the goals, objectives, strategies, and supports that a person and an employment support professional agree to pursue in order to achieve successful employment outcomes. An individualized employment plan is not a resource that can demonstrate a person’s experience, but rather a plan that can guide the process of finding and maintaining a job.

References: 1: CESP Candidate Handbook 2: Visual Portfolios: A Tool for Marketing Job Seekers 3: Using Visual Portfolios to Market Job Seekers 4: Social Media and Employment : Job Analysis: An Overview : Individualized Employment Plan (IEP)

The best way to know more about a job seeker is to ask him directly about his background and desire for services. This is consistent with the principles of self-determination, empowerment, and person-centered planning that are part of the CESP Domain 2 Individualized Employment and Career Planning1. Asking him directly also shows respect for his autonomy and preferences, and allows him to share his strengths, interests, and goals in his own words. Asking family and clinicians, reading his case file, or placing him in a job without his input may provide some useful information, but they may also be biased, outdated, or irrelevant to his current situation and aspirations. Moreover, they may undermine his confidence and motivation to pursue employment. References: 1: CESP Content Outline - CESP

 According to the CESP Candidate Handbook1, Domain 3 of the CESP certification covers Community Research and Job Development, which includes the following tasks:

• 3.1 Conduct community research to identify potential employers and employment opportunities that match the job seeker’s employment goals and support needs.
• 3.2 Develop and maintain relationships with employers and community partners to facilitate job development and placement.
• 3.3 Negotiate customized employment opportunities that meet the needs and preferences of both the job seeker and the employer.
• 3.4 Assist the job seeker to prepare for and participate in the hiring process.

To ensure that job development is person-centered, the employment support professional should empower the person supported to determine their own interests and strengths. This would be consistent with the task 3.1, which requires the employment support professional to identify employment opportunities that match the job seeker’s employment goals and support needs. By empowering the person supported to determine their own interests and strengths, the employment support professional would help the person to explore and identify their career aspirations, preferences, and potential, and to make informed choices about their employment options.

The other options are not consistent with person-centered job development, because they either disregard or undermine the person supported’s autonomy, voice, and involvement in the job development process. Reviewing previous employment and assessments of the individual (option A) is important, but it is not enough to ensure that job development is person-centered, because it does not necessarily reflect the person’s current interests and strengths, or their desired employment outcomes. Pre-screening what information the individual supported needs to know about an employer (option C) is also important, but it is not sufficient to ensure that job development is person-centered, because it does not involve the person supported in the research and decision-making process, and it may limit their access to relevant information. Finding a job that the employment support professional feels is the best fit for the person supported (option D) is contrary to person-centered job development, because it imposes the employment support professional’s judgment and opinion on the person supported, and it does not respect the person’s right to self-determination and choice.

References: 1: CESP Candidate Handbook, page 10.

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.

 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 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

 When presenting your employment services to the local Chamber of Commerce, you should focus on the value proposition of hiring the individuals you represent, rather than their disabilities. Providing definitions or explanations of the disabilities of the job seekers you represent may create stereotypes, stigma, or pity, which are not conducive to building trust and respect with potential employers. Instead, you should highlight the consumer base and buying power of people with disabilities, the benefits of hiring the individuals you represent (such as skills, diversity, loyalty, etc.), and the tax incentives or other value-added benefits for businesses (such as reduced turnover, increased productivity, etc.). 

The LEAST appropriate FIRST step is to help her get a small business loan. This would be premature and risky, as it would involve committing to a financial obligation without having a clear and realistic business plan. It would also bypass the important steps of assessing her strengths, interests, needs, and goals, as well as researching the market and the feasibility of her business idea. The other options are more appropriate and helpful because:

• A. Visiting local businesses would help her to learn from other entrepreneurs, network with potential partners or customers, and identify the opportunities and challenges of running a business in her community.
• B. Determining her prior work experience would help her to evaluate her skills, knowledge, and abilities, as well as her areas of improvement and development. It would also help her to showcase her qualifications and achievements to potential investors or lenders.
• C. Learning why she wants to start her own business would help her to clarify her vision, mission, and values, as well as her motivation and passion. It would also help her to set realistic and attainable goals and objectives for her business. References:
• CESP Candidate Handbook, page 12, Domain 2: Individualized Employment and Career Planning, Task 2.20: Self-employment resources for job seeker, Knowledge of 2.20.1: Self-employment options and resources
• CESP Practice Exam, question 5, answer C: The job seeker’s strengths, interests, needs and conditions for employment.

 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

 An informational interview is a meeting with a potential employer or a person who works in a field of interest to learn more about their business, industry, or occupation. It is not a job interview, but rather a networking and research opportunity12. The main purpose of an informational interview is to gather information that can help with job development and career planning for a job-seeker. Therefore, it is important to ask open-ended questions that can reveal the business’s needs, challenges, culture, and expectations3. The other options (A, C, and D) are not appropriate for an informational interview, as they may come across as too pushy, irrelevant, or premature. References: 1: Informational Interviewing | Career Center 2: Informational Interviewing - Association of People Supporting Employment First 3: CESP study guide Flashcards | Quizlet

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. 

 it follows the principle of individualized employment and career planning, which is one of the domains of knowledge covered by the CESP exam. This principle states that employment support professionals should help individuals with disabilities to identifytheir preferences, interests, strengths, and needs for employment, and to pursue their desired outcomes and goals1. Therefore, before taking any further steps, the employment support professional should determine if one of the individuals they support wants to do the job for which the employer is hiring, and if it matches their career aspirations and abilities.

Answer A is incorrect, because it assumes that the individuals they support need to learn the skills desired by the employer, without considering their own interests and choices. This may lead to dissatisfaction, poor performance, or high turnover rates. Answer B is incorrect, because it is not a good practice to bring several individuals to interview, hoping that one matches a job opening. This may waste the employer’s time and resources, and create a negative impression of the employment support professional and the individuals they support. Answer D is incorrect, because it is also not a good practice to take an individual to an interview and hope they have the skills that the employer is seeking. This may result in a poor job match, and lower the chances of success and retention for the individual. References: 1: CESP Exam Content Outline

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

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

Employment First is a national systems-change framework centered on the premise that all individuals, including those individuals with the most significant disabilities, are capable of full participation in Competitive Integrated Employment (CIE) and community life1. Under this approach, publicly-financed systems are urged to align policies, regulatory guidance, andreimbursement structures to commit to CIE as the priority option with respect to the use of publicly-financed day and employment services for youth and adults with significant disabilities1. Many states have formally committed to the Employment First framework through official executive proclamation or formal legislative action1. Employment First is also one of the core values and principles of APSE, the Association of People Supporting Employment First2. References: 1: Employment First | U.S. Department of Labor 2: About APSE - APSE

 According to the FLSA, individuals may volunteer their services to public agencies for civic, charitable, or humanitarian reasons, without being considered employees of the public agencies, as long as they offer their services freely and without coercion, and they do not perform the same type of services as their regular employment1. Therefore, Brad can volunteer for the blood drive, which is a charitable activity organized by a non-profit organization, without being paid by the bank, which is his private sector employer. The other options are incorrect because they either misstate or contradict the FLSA provisions regarding volunteers. There is no prohibition against employees with disabilities from volunteering in any capacity or line of work in the public sector, as long as they meet the same criteria as other volunteers1. Being paid is not required for volunteers with disabilities, unless they are employed by the same public agency that they volunteer for2. People are not allowed to volunteer their services to public agencies when they are doing work that is the same as the work in which they are employed, regardless of whether their employer is a public or private entity1. References: Fact Sheet #14A: Non-Profit Organizations and the Fair Labor Standards Act (FLSA), eCFR :: 29 CFR Part 553 Subpart B – Volunteers

Fading from the worksite is a process used by employment support professionals (ESPs) to reduce the dependency of the supported employee on external support structures and increase their independence and integration in the workplace1. The most important factor in ensuring the continued success of the employee after fading is the availability and quality of natural supports from the co-workers2. Natural supports are the informal and formal assistance that co-workers provide to the employee with a disability, such as mentoring, coaching, feedback, socialization, and friendship3. Natural supports can enhance the employee’s performance, satisfaction, retention, and career development4. Therefore, if Ava’s co-workers are willing to provide various types anddegrees of work support for her, she is more likely to maintain and improve her skills, adapt to changes, and feel valued and accepted in the work environment5.

The other options are not as important as natural supports from co-workers. While Ava’s family’s feelings and Ava’s social interactions with co-workers may affect her motivation and well-being, they are not directly related to her work performance and outcomes6. Ava’s supervisor’s ability to contact the ESP whenever work expectations are not met is a contingency plan, but it does not ensure Ava’s success at work; rather, it implies a lack of trust and confidence in Ava’s abilities and natural supports7. References: 1: FADING FROM THE JOB SITE - SUPPORTED EMPLOYMENT A CUSTOMER DRIVEN APPROACH 2: Natural Supports in the Workplace: A Reexamination of Supported Employment 3: Natural Supports in the Workplace: Defining an Agenda for Research and Practice 4: Natural Supports at Work: A Review of the Literature 5: Fading away at work: “I could have left without saying anything” – performing talent management in a multinational organization 6: The Impact of Family Support on the Success of Individuals with Disabilities in the Workplace 7: Job Site Fading - trn-store.com

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 handbook, one of the core competencies of an employment support professional is to facilitate self-employment and customized employment opportunities for individuals with disabilities1. Self-employment is a form of integrated employment that allows individuals to create their own businesses based on their strengths, preferences, and interests2. Customized employment is a process of individualizing the employment relationship between a job seeker and an employer based on the needs of both3. To facilitate self-employment and customized employment, an employment support professional may need to collaborate with various team members, such as small business development consultants, family members or friends, and other community partners4. However, a representative of the individual’s medical team may not be the most important team member to support his businessventure, as the medical team’s role is more focused on the individual’s health and rehabilitation needs, rather than his vocational goals and aspirations. While the medical team may provide some input on the individual’s abilities and limitations, they may not have the expertise or the authority to assist with the business and marketing plan, the coordination of resources and supports, or the networking, bookkeeping, and transportation aspects of the self-employment venture. Therefore, a representative of the individual’s medical team is the least important team member to support his business venture, compared to the other options. References: 1: CESP Candidate Handbook, page 5 2: Self-Employment for People with Disabilities 3: Customized Employment 4: Self-Employment Toolkit

The best initial response is to acknowledge the employer’s concern and explain how the job matching process ensures that the candidate has the skills and abilities to perform the job. This response demonstrates respect for the employer and confidence in the candidate, as well as the professionalism of the employment support professional. It also opens the door for further discussion about the candidate’s strengths and potential contributions to the employer’s business. The other responses are either too defensive, too dismissive, or too passive, and do not address the employer’s question effectively. References:

• APSE CESP Practice Exam, Question 1
• APSE CESP Certification Handbook, page 14, Domain 3, Task 3.1
• APSE CESP Study Guide, page 23, Section 3.1.1

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

 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: 

https://apse.org/wp-content/uploads/2019/08/CESP-Practice-Exam-8-2.pdf

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

Psychiatric labels, such as “schizophrenics” and “borderlines”, are stigmatizing and inaccurate ways of referring to people with psychiatric disabilities. These terms do not reflect the diversity and complexity of each individual’s experience, strengths, and needs. They also do not indicate anything about an individual’s capability for employment, as people with psychiatric disabilities can work successfully in a variety ofsettings and roles, with or without reasonable accommodations. Psychiatric labels are not good predictors of employment type, level, or capacity, as these factors depend on many other variables, such as education, skills, interests, motivation, support, and opportunities. Therefore, the correct answer is B. References:

• Accommodations for Employees with Mental Health Conditions
• Depression, PTSD, & Other Mental Health Conditions in the Workplace: Your Legal Rights
• Mental Health Conditions in the Workplace and the ADA

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 Fair Labor Standards Act (FLSA) is a federal law that establishes minimum wage, overtime pay, recordkeeping, and child labor standards for employees in the private sector and in federal, state, and local governments1. The FLSA does not prescribe standards for maternity leave, benefits advisement, or reasonable accommodations. These are covered by other laws, such as the Family and Medical Leave Act (FMLA), the Employee Retirement Income Security Act (ERISA), and the Americans with Disabilities Act (ADA), respectively234.

References:

• 1: Fair Labor Standards Act (FLSA) Overview1
• 2: Family and Medical Leave Act (FMLA) Overview2
• 3: Employee Retirement Income Security Act (ERISA) Overview3
• 4: Americans with Disabilities Act (ADA) Overview4

 People First Language is a way of communicating respectfully and appropriately with and about people with disabilities. It puts the person before the diagnosis, describing what condition a person “has” rather than asserting what a person “is”. It avoids using labels or adjectives that define or dehumanize someone based on their disability. Forexample, instead of saying “a diabetic”, we can say “a person with diabetes”. This way, we emphasize the person’s individuality, personhood, and dignity, not their disability.

In the given options, only D. He is a person with autism follows the People First Language. It refers to the person first, and then to the condition that he has. The other options use offensive, insensitive, or outdated terms that imply negative stereotypes or limitations. For example, A. He is disabled suggests that the person is defined by his disability, and does not acknowledge his abilities or potential. B. She is brain damaged is a derogatory and inaccurate term that does not respect the person’s cognitive or intellectual abilities. C. She is confined to a wheelchair implies that the person is trapped or restricted by their mobility device, rather than empowered or assisted by it. References: 

https://www.cdc.gov/ncbddd/disabilityandhealth/materials/factsheets/fs-communicating-with-people.html

https://www.nih.gov/about-nih/what-we-do/science-health-public-trust/perspectives/writing-respectfully-person-first-identity-first-language

Focusing on a job-seeker’s vision of their future is a component of person-centered planning. Person-centered planning is a process for selecting and organizing the services and supports that an individual may need to live and work in the community. It is a process that is directed by the person who receives the support, and that reflects their preferences, strengths, and goals1. Person-centered planning helps the job-seeker to identify their desired outcomes, and to develop a plan to achieve them with the help of a team of people who care about them2. Person-centered planning is based on the values of self-determination, inclusion, and empowerment3.

Task analysis, systematic instruction, and people-first language are not components of person-centered planning, but rather methods or strategies that can be used to support the person in their employment journey. Task analysis is the method of breaking down a complex task into smaller and simpler steps, and teaching them in a sequential order4. Systematic instruction is the method of providing clear and consistent cues, prompts, feedback, and reinforcement to help the person learn and perform a task5. People-first language is the way of communicating that respects the person as an individual, and avoids labels or stereotypes based on their disability6. References:

• Person Centered Planning | ACL Administration for Community Living
• Person-Centered Planning - National Parent Center on Transition and Employment
• What is Person-Centered Planning? - University of Florida
• Task Analysis - Association of People Supporting Employment First
• Systematic Instruction - Association of People Supporting Employment First
• People First Language - Association of People Supporting Employment First

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

Zero exclusion is one of the principles of Employment First, which means that all individuals with disabilities, regardless of the level or type of disability, are presumed to be capable of working in competitive integrated employment (CIE) with appropriate services and supports. This principle rejects the notion that some people are “too disabled” to work or need to meet certain criteria before they can access employment services. Instead, it affirms the right and opportunity of every person with a disability to pursue their employment goals and aspirations. References: APSE: Employment First Definition and Principles, Employment First | U.S. Department of Labor

Work Incentives Planning and Assistance (WIPA) offices are funded by Social Security to provide information and counseling about work and benefits to people who receive Social Security Disability Insurance (SSDI) or Supplemental Security Income (SSI) because of a disability1. One ofthe main services they provide is benefits analysis, which is an accurate and personalized assessment of how work will affect a person’s benefits and health insurance2. Benefits analysis can help people understand the availability and use of work incentives, such as the Trial Work Period, Expedited Reinstatement, and Protection from Medical Continuing Disability Reviews2. Benefits analysis can also help people plan and prepare for work, manage their benefits, and achieve their employment goals3. WIPA offices do not provide transportation, tutoring, or tax preparation services, which are not related to their mission and scope of work. References: 

https://choosework.ssa.gov/about/work-incentives/

https://www.ssa.gov/work//WIPA.html

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

it aligns with the core values and principles of employment support professionals, such as respecting the right to work, promoting self-determination and empowerment, and providing community-based services. Orienting the job seeker to employment support services would help him understand the process and expectations, as well as build rapport and trust with the employment support professional.

Answer B is not correct, because it implies that the job seeker needs to meet certain criteria or have his symptoms under control before he can pursue employment, which goes against the principle of zero exclusion. Asking him to have his therapist verify his symptoms could also undermine his confidence and motivation.

Answer C is not correct, because it does not address the job seeker’s immediate needs and goals, and it could delay the engagement in the employment process. Accessing his file could be useful later on, but it should not be the first step.

Answer D is not correct, because it suggests that the employment support professional does not believe in the job seeker’s abilities and potential, and that he needs external validation from others. This could also violate the job seeker’s privacy and dignity, anddiscourage him from pursuing his employment goals. References: https://apse.org/wp-content/uploads/2019/08/CESP-Practice-Exam-8-2.pdf

https://cesp.helpscoutdocs.com/article/637-cesp-examination-content-outline

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

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

• 4.1 Assist individuals to understand their rights and responsibilities related to employment, including the Americans with Disabilities Act (ADA), Family and Medical Leave Act (FMLA), and other relevant laws and policies.
• 4.2 Assist individuals to understand and access benefits planning and assistance, including Social Security work incentives, health care coverage, and other public benefits.
• 4.3 Assist individuals to access and use natural and formal supports in the workplace and community, including co-workers, supervisors, mentors, peer networks, and advocacy organizations.
• 4.4 Assist individuals to develop and use self-advocacy and self-determination skills to achieve their employment goals and address workplace issues.
• 4.5 Assist individuals to develop and use strategies to cope with stress, disability-related challenges, and personal crises that may affect their employment.
• 4.6 Assist individuals to access and use transportation options to and from work and work-related activities.
• 4.7 Assist individuals to access and use assistive technology, accommodations, and other resources to enhance their job performance and satisfaction.
• 4.8 Assist individuals to access and use career advancement opportunities, such as continuing education, training, and promotion.

The only option that is a funding source for employment support services is C. Ticket to Work (OTW). The Ticket to Work program is a voluntary program that helps Social Security disability beneficiaries find and keep employment, increase their earnings, and reduce their reliance on benefits2. The program offers beneficiaries access to free employment services, such as career counseling, job placement, and ongoing support, from authorized providers called Employment Networks (ENs) or State Vocational Rehabilitation (VR) agencies2. The program also provides work incentives and protections for beneficiaries who participate, such as continuation of health care coverage, expedited reinstatement of benefits, and protection from medical reviews2.

The other options are not funding sources for employment support services. Option A, Work Opportunity Tax Credit (WOTC), is a federal tax credit available to employers who hire and retain workers from certain target groups, such as veterans, ex-felons, and Supplemental Nutrition Assistance Program (SNAP) recipients3. Option B, Earned Income Tax Credit (EITC), is a refundable tax credit for low- to moderate-income working individuals and families, especially those with children4. Option D, Americans with Disabilities Act (ADA), is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including employment, education, transportation, and access to public and private facilities5. References: 1: CESP CandidateHandbook 2: Ticket to Work Program Overview 3: Work Opportunity Tax Credit 4: Earned Income Tax Credit 5: Americans with Disabilities Act