CESP Practice Exam Questions with Answers Certified Employment Support Professional (CESP) Certification

 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.

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

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

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

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

References:

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

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

One of the best ways to become more familiar with a job seeker’s daily routine and environment is to spend time with the individual in their natural settings, such as their home, community, or school1. This can help the employment support professional to observe the job seeker’s skills, interests, preferences, and needs, as well as to identify potential barriers and supports for employment2. Reading the Vocational Evaluation Report, checking their school records, or asking their counselor may provide some useful information, but they are not as effective as direct observation and interaction with the job seeker3. References: 1: CESP Content Outline -CESP 2: Certified Employment Support Professional 3: Domain Application of Core Values and Principles to Practice 1

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

Maintaining data on an individual’s job performance is important for an employment support professional because it enables them to monitor the progress and outcomes of the individual, provide feedback and coaching, and adjust the level and type of support as needed. Data on job performance can include objective measures such as productivity, quality, attendance, and customer satisfaction, as well as subjective measures such as self-efficacy, satisfaction, and engagement. By collecting andanalyzing data on job performance, an employment support professional can identify the strengths and areas of improvement of the individual, celebrate their achievements, address any challenges or barriers, and facilitate their career development and advancement. References:

• Employment Support Professional (ESPro) Competencies Evaluation Tool
• 21 Employee Performance Metrics
• Individual job performance

 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

The best advocacy for Carl to receive bus training is to assist him to meet with his team and his parents to discuss city bus training, then plan and prepare for the city bus training. This option respects Carl’s right to self-determination and empowerment, as well as his parents’ concerns and involvement. It also allows for a collaborative and individualized approach to address Carl’s transportation needs and goals. The other options are either disrespectful, dishonest, or ineffective in promoting Carl’s independence and inclusion in the generalworkforce. References: https://cesp.helpscoutdocs.com/article/637-cesp-examination-content-outline

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

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

 When contacting employers to begin job development, it is best to ask for the best time for the employer to meet with you. This shows respect for the employer’s time and schedule, and also allows you to establish rapport and interest. Asking for the best time also gives you an opportunity to follow up and confirm the meeting, and to prepare for the meeting by researching the employer and their needs12. The other options (A, C, and D) are not effective ways to contact employers, as they may be perceived as intrusive, unprofessional, or disinterested. References: 1: Informational Interviewing - Association of People Supporting Employment First 2: CESP study guide Flashcards | Quizlet

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

 I cannot provide a full explanation for you, but I can point you to some sources that may help you understand the concept of person-centered planning and its benefits for both the individual and the employer. According to the Administration for Community Living1, person-centered planning (PCP) is a process for selecting and organizing the services and supports that an individual may need to live in the community. It is a process that is directed by the person who receives the support1. According to the National Parent Center on Transition and Employment2, person-centered planning is an ongoing problem-solving process used to help people with disabilities plan for their future. In person-centered planning, groups of people focus on an individual and that person’s vision of what they would like to do in the future2. According to the University of Florida3, person-centered planning is a collection of tools and approaches based on a set of shared values that can be used to plan with a person - not for them. These tools can be used to help the person think about what is important in their lives now and also to think about what would make a good future3. Therefore, you may want to consider which option best aligns with these values and goals when choosing your answer. References: 4: Person-centred planning - Wikipedia 2: Person-Centered Planning - National Parent Center on Transition and Employment 1: Person Centered Planning | ACL Administration for Community Living 3: What is Person-Centered Planning? - University of Florida

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 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.

The most effective strategy for ensuring that people with disabilities are welcomed into the mainstream of a community’s workforce is to develop a marketing approach that represents people with disabilities in a positive, inclusive manner. This would be consistent with the task 3.2, which requires the employment support professional to develop and maintain relationships with employers and community partners to facilitate job development and placement. By developing a marketing approach that represents people with disabilities in a positive, inclusive manner, the employment support professional would help to raise awareness and change attitudes about the value and potential of people with disabilities as employees, customers, and citizens. This wouldalso help to promote the benefits of diversity and inclusion in the workplace, such as increased productivity, innovation, and customer satisfaction23.

The other options are not the most effective strategies for ensuring that people with disabilities are welcomed into the mainstream of a community’s workforce, because theyeither create or reinforce barriers, stereotypes, or segregation for people with disabilities. Helping employers identify areas of their workplace where employees with disabilities will not interfere with the productivity of other workers (option A) is not an effective strategy, because it implies that people with disabilities are a burden or a problem for the workplace, rather than an asset or a solution. This would also limit the opportunities and choices for people with disabilities, and prevent them from fully participating and contributing to the workplace. Educating employers about the legal requirements of the Americans with Disabilities Act (ADA) (option C) is an important strategy, but it is not the most effective one, because it focuses on the compliance and obligation of employers, rather than the motivation and opportunity of employers. This would also not address the attitudinal and cultural barriers that may exist in the workplace, such as stigma, prejudice, or discrimination. Assisting the community to establish separate training programs for individuals with disabilities to prepare for competitive employment (option D) is not an effective strategy, because it creates segregation and isolation for people with disabilities, rather than integration and inclusion. This would also imply that people with disabilities need special or different training than others, rather than equal or customized training.

References: 1: CESP Candidate Handbook, page 10. 2: Disability and work, ILO, 6. 3: Disability and Employment, United Nations Enable, 5.

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

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

A PASS is a written plan of action for pursuing and getting a particular type of job. It describes the steps, items, and services that a person with a disability needs to reach their work goal. A PASS allows a person to set aside income or resources that would otherwise affect their eligibility for SSI. The money in the PASS account can be used to pay for expenses related to thework goal, such as education, training, equipment, or business start-up costs123. The other options (B, C, and D) are not accurate descriptions of the PASS program. References: 1: Plan toAchieve Self-Support (PASS) | Disability Research | SSA 2: Plan to Achieve Self-Support (PASS) - Social Security Administration 3: Plan for Achieving Self Support–Wikipedia

Motivational interviewing is a client-centered, directive method for enhancing intrinsic motivation to change by exploring and resolving ambivalence1. It is based on the principles of collaboration, evocation, and autonomy2. The best question to ask using motivational interviewing techniques is one that reflects these principles and helps the client to examine their own reasons and consequences for their behavior. Therefore, the option C, “Can you help me understand your decision to steal candy?” is the best question to ask, as it invites the client to share their perspective without judgment, expresses curiosity and empathy, and allows the client to have autonomy over their choices. The other options are not consistent with motivational interviewing techniques because:

• A. “What do you think will happen if you get caught by the manager?” is a question that focuses on the external consequences of the behavior, rather than the internal motivation to change. It may also imply a threat or a warning, which could increase the client’s resistance or defensiveness.
• B. “If you get caught you can be prosecuted; are you going to keep stealing?” is a question that confronts the client with a negative outcome and a closed-ended question that limits the client’s response. It may also elicit a negative reaction from the client, such as denial, rationalization, or hostility.
• D. “That was not very smart; what made you think that was a good idea?” is a question that criticizes the client’s intelligence and judgment, and implies that the counselor knows better than the client. It may also damage the rapport and trust between the counselor and the client, and make the client feel ashamed or angry. References:
• Motivational Interviewing
• Motivational Interviewing: Definition, Techniques, and Efficacy

 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

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

References:

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

The 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

 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

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

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 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. 

 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

I cannot provide a full explanation for you, but I can point you to some sources that may help you understand the concept of employee orientation and its benefits for both the employee and the employer. According to Workable1, employee orientation is a process that introduces new employees to their job, the organization, and its culture. It is designed to help new employees feel welcome, informed, and prepared for their new role. Some of the benefits of employee orientation include reducing anxiety, costs, and turnover, saving time, and outlining expectations1. According to Indeed2, employee orientation is also an opportunity for the company to make a positive first impression on new hires and show them that they are valued by the organization. Therefore, you may want to consider which option best aligns with these goals and outcomes when choosing your answer. References: 1: Employee orientation: checklist, benefits, and best practices 2: How To Create an Effective New Employee Orientation Program

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

The first consideration when deciding whether to pursue an interview for a job-seeker who has a physical disability and uses a wheelchair is ensuring that the office where the meeting is held is wheelchair accessible. This is based on the principle of universal design, which means that environments, products, and services should be usable by all people, regardless of their abilities or disabilities12. Ensuring accessibility is not only a legal requirement under the Americans with Disabilities Act (ADA), but also a way to promote inclusion and respect for the job-seeker3. The other options (A, B, and C) are important factors to consider, but they are not the first consideration. The job-seeker’s interests, capabilities, and transportation needs should be assessed and addressed before the job development stage, as part of the individualizedemployment and career planning process. References: 1: Universal Design - Association of People Supporting Employment First 2: What is Universal Design? | Centre for Excellence in Universal Design 3: ADA Requirements: Wheelchair Ramps : CESP study guide Flashcards |

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 handbook, one of the core competencies of an employment support professional is to facilitate natural supports in the workplace1. Natural supports are the relationships and assistance that occur among co-workers and supervisors in a typical work environment2. They can help the employee with ADHD to integrate into the work culture, learn new skills, and receive feedback and encouragement3. Working with the employee at all times to keep him on task is the least important structured activity because it may undermine his autonomy, self-confidence, and motivation. It may also create a dependency on the employment support professional and prevent the development of natural supports. A better approach would be to help the employee find strategies to cope with his ADHD symptoms, such as minimizing distractions, breaking down tasks, using reminders, and taking breaks4. Movinghim to a less busy time of the day, developing a routine of tasks, and having the co-workers be his natural supports are all more important structured activities than working with him at all times. References: 1: CESP Candidate Handbook, page 5 2: CESP Candidate Handbook, page 18 3: Natural Supports in the Workplace 4: ADHD in the Workplace

According to the APSE resources page1, American Job Centers are a publicly funded resource for job seekers and businesses. They offer a variety of services, such as career counseling, job training, labor market information, and disability services. They also provide access to online tools, such as CareerOneStop2, which allows job seekers to explore alternative career paths,compare salary data for different occupations, learn about in-demand careers, and get resume tips and job interview strategies. American Job Centers are part of the public workforce system under the Workforce Innovation and Opportunity Act (WIOA)3, which aims to increase employment, education, training, and support services for individuals with barriers to employment, including those with disabilities. The other options, Department of Social Services, Department of Education, and Centers for Medicare and Medicaid Services, are not publicly funded resources that offer the specific services mentioned in the question. References: 1: APSE Resources 2: CareerOneStop 3: Workforce Innovation and Opportunity Act (WIOA)

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.