CESP Certified Employment Support Professional (CESP) Questions and Answers

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

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

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

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

I cannot provide a comprehensive and detailed explanation for you, but I can give you some hints and tips. You should consider the following factors when getting the attention of a person with a hearing loss:

• The person may use different modes of communication, such as sign language, lip reading, or hearing aids2.
• The person may have different preferences and needs for how they want to be approached and communicated with2.
• The person may have different levels of hearing loss, ranging from mild to profound2.
• The person may have different cultural backgrounds and identities related to their hearing loss2. You should avoid the following factors when getting the attention of a person with a hearing loss:
• Tossing a light object at them, as this may be seen as disrespectful, rude, or aggressive3.
• Speaking louder, as this may not help them hear better and may distort your speech or cause discomfort3.
• Grabbing their shoulders and turning them toward you, as this may be seen as intrusive, violent, or startling3. References: 1: CESP Candidate Handbook, page 5 2: Communicating with People Who Are Deaf or Hard of Hearing 3: Disability Etiquette: Tips on Interacting with People with Disabilities, page 9-10

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.

 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

The best sustainable structured activity for this situation is to coach the material handler to build relationships with co-workers who take lunch and return to work at the same time. This option supports the core values and principles of employment support, such as self-determination, inclusion, and natural supports. By encouraging the material handler to socialize with his co-workers, he can benefit from peer modeling, accountability, and positive reinforcement. He can also feel more connected and valued at his workplace, which can increase his motivation and satisfaction. This option is also sustainable, as it does not rely on external or artificial interventions that may not be available or effective in the long term.

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

• Option B: Referring to an assistive technology person to inquire if anything can help with time management is not a bad idea, but it may not be the most effective or appropriate solution for this situation. Assistive technology can be helpful for some individuals with disabilities who need specific tools or devices to perform their job tasks, but it may not address the underlying reasons why the material handler is returning late from lunch breaks. Assistive technology can also be costly, inaccessible, or incompatible with the work environment or the individual’s preferences. Therefore, this option is not the best sustainable structured activity for this situation.
• Option C: Having a parent, friend, or job coach call him to monitor time spent on lunch is not a good option, as it violates the core values and principles of employment support, such as self-determination, dignity, and respect. This option implies that the material handler is not capable of managing his own time or making his own decisions, and that he needs constant supervision or reminders from others. This option can also create dependency, resentment, or embarrassment for the material handler, and can damage his relationship with his employer or co-workers. Therefore, this option is not a good sustainable structured activity for this situation.
• Option D: Instructing the supervisor to remind him when to return to work is also not a good option, as it does not support the core values and principles of employment support, such as empowerment, inclusion, and natural supports. This option places the responsibility andburden on the supervisor, who may not have the time, skills, or interest to do so. This option can also create conflict, tension, or mistrust between the material handler and his supervisor, and can undermine his autonomy and confidence. Therefore, this option is not a good sustainable structured activity for this situation.

References:

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

 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

 According to the CESP Candidate Handbook1, one of the knowledge areas for Domain 1: Application of Core Values and Principles to Practice is “The impact of disclosure on employment and career development”. 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 ethical practice for supporting the woman in her employment and career goals.

Option A is the best answer because it respects the woman’s right to self-determination and choice, and helps her to weigh the pros and cons of disclosing her disability in different situations and contexts. This can help her to make an informed decision that is based on her own preferences, needs, and circumstances, rather than on fear or misinformation.

Option B is not the best answer because it reinforces the woman’s negative perception of disclosure, and does not provide her with any information or guidance on how to handle disclosure issues. This can limit her opportunities and choices, and prevent her from accessing any reasonable accommodations or supports that she may need or want in the workplace.

Option C is not the best answer because it does not address the woman’s specific concerns or situation, and may come across as dismissive or insensitive. While sharing success stories can be helpful and motivational, they are not sufficient or relevant to help the woman make her own decision about disclosure. Moreover, success stories may not reflect the reality or diversity of experiences that people with disabilities face in the workplace.

Option D is not the best answer because it violates the woman’s privacy and autonomy, and may have legal and ethical implications. Discussing the woman’s disability with the prospective supervisor without her consent or knowledge is not appropriate or professional, and may damage the trust and rapport between the woman and theemployment support professional. Furthermore, the woman may not be protected by the ADA if she does not request or agree to any reasonable accommodations or modifications.

References: 1: CESP Candidate Handbook

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

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

According to the ADA National Network1, a reasonable accommodation is any change to the job, the work environment, or the way things are usually done that allows a person with a disability who is qualified for the job to perform the essential functions of that job and enjoy equal employment opportunities. Examples of reasonable accommodations include making existing facilities accessible; job restructuring; part-time or modified work schedules; acquiring or modifying equipment; changing tests, training materials, or policies; and providing qualified readers or interpreters. Lowering the quality or quantity standards for work, or reallocating an essential function of a job, are not reasonable accommodations, as they would alter thefundamental nature of the job or the employer’s expectations. References: 1: Reasonable Accommodations in the Workplace | ADA National Network

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

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 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.

A benefits analysis is a service that helps an individual understand how their income from work may affect their public benefits, such as Social Security, Medicaid, Medicare, food stamps, housing subsidies, etc. A benefits analysis should include a description of all the public benefits that the individual receives, how they are calculated, what are the eligibility criteria, what are the work incentives or special rules that allow the individual to keep some or all of their benefits while working, and what are the reporting requirements and potential consequences of non-compliance. A benefits analysis should also provide the individual with information on how to access benefits counseling and planning services, and how to make informed choices about their employment goals and options. A benefits analysis should not include information on tax credits or employer benefits, as these are not public benefits and are not affected by the individual’s income from work. References: CESP Examination Content Outline, Benefits of Certification

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

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

 According to the CESP handbook, one of the core competencies of an employment support professional is to assess the individual’s strengths, preferences, interests, and needs for employment1. The best way to do this is to ask the individual directly, as they are the experts on their own abilities, goals, and support needs2. Asking the individual also shows respect, empowerment, and person-centeredness, which are the core values and principles ofemployment support practice3. The other options, meeting with the employer, reading prior assessment reports, and observing the individual, may provide some useful information, but they are not sufficient or reliable ways to determine the supports an individual needs on the job. They may also overlook the individual’s voice and choice, which are essential for successful employment outcomes4. References: 1: CESP Candidate Handbook, page 5 2: EmploymentSupport for People With Disabilities 3: CESP Candidate Handbook, page 4 4: Disability Employment First Planning Tool, page 7

According to the Social Security Administration1, the Supplemental Security Income (SSI) program provides monthly payments to people who have limited income and resources, and who are either 65 or older, blind, or have a disability. The eligibility for SSI is not based on the parent’s Social Security earnings, but on the individual’s own income and resources. The parent’s earnings may affect the SSI eligibility of a child under 18, but not of an adult2. Therefore, option A does not define the SSI program.

The other options are correct definitions of the SSI program. Option B states that qualifying for SSI is based upon earned income and owned assets, which is true. The SSI program has strict limits on how much income and resources a person can have to be eligible1. Option C states that the basic SSI amount is the same nationwide, but many states add money to the basic benefit, which is also true. The federal SSI benefit rate for 2024 is $794 per month for an individual and $1,191 per month for a couple, but some states supplement this amount with their own funds3. Option D states that the program makes payments to people with low income who are age 65 or older or have a disability, which is the main purpose of the SSI program1. References: 1: Supplemental Security Income (SSI) 2: You May Be Able to Get Supplemental Security Income (SSI) 3: SSI Federal Payment Amounts For 2024

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

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

The LEAST appropriate response 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.

The core pre-employment transition requirement that is met when teaching a student about disclosing a disability is self-advocacy. Self-advocacy is one of the five required activities that VRagencies must provide to students with disabilities under the WIOA regulations. Self-advocacy includes instruction in self-awareness, disability disclosure, requesting accommodations, understanding rights and responsibilities, and self-determination. Teaching a student about disclosing a disability helps them to make informed choices about whether, when, how, and to whom to disclose their disability, and to understand the potential benefits and consequences of doing so. Disclosing a disability is a personal decision that may affect the student’s access to services, supports, and opportunities in education, employment, and other settings. References: RSA Frequently-Asked Questions about Pre-Employment Transition Services, Pre-Employment Transition Services (Pre-ETS): The Five Required Activities for Students with Disabilities, Disclosing a Disability to an Employer: Your Rights, Disclosing an invisible disability

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)

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

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

The primary role of an employment support professional (ESP) on the job site is to assist the individual with a disability to find and maintain competitive employment in integrated community workplaces1. This involves building capacity within the workplace to provide training and support for the individual, providing one-to-one training and support as well as a fade-out plan, and helping the employee learn about the work culture2. However, guaranteeing that the job gets done is not the responsibility of the ESP, but rather the employer and the employee. The ESP should not take over the employee’s tasks or interfere with the employer’s expectations, but rather facilitate the natural supports and accommodations that enable the employee to perform the job independently and satisfactorily3. References: 1: CESP™ -Association of People Supporting Employment First 2: Supporting Individuals with Significant Disabilities: The Roles of a Job Coach 3: Job Description - Employment Support Worker - Voscur

• The person should have a basic knowledge of the company’s mission, vision, values, products, services, and culture before the interview2.
• The person should research the company using various sources of information, such as the company’s web page, social media, annual reports, news articles, or customer reviews2.
• The person should also network with people who work or have worked at the company, such as current or former employees, managers, or customers, to gain more insights and referrals2.
• The employment support professional should assist the person in conducting the research and networking, but not do it for them or provide them with inaccurate or biased information2.
• The employment support professional should also help the person practice their interview skills, such as answering common or specific questions, highlighting their strengths and achievements, and asking relevant questions to the interviewer2. You should avoid the following factors when supporting the person in preparing for the interview:
• The employment support professional should not call the human resource department for more information, as this may be seen as intrusive, unprofessional, or unnecessary3.
• The employment support professional should not schedule a visit to the company headquarters, as this may be impractical, inconvenient, or inappropriate3.
• The employment support professional should not offer to answer any company-specific questions during the interview, as this may be seen as dishonest, disrespectful, or undermining the person’s abilities3. References: 1: CESP Candidate Handbook, page 5 2: How to Research a Company Before Your Job Interview 3: What Not to Do Before a Job Interview

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

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

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

References:

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

According to the CESP Candidate Handbook1, one of the knowledge areas for Domain 2: Individualized Employment and Career Planning is “Strategies for addressing challenging behaviors in the workplace”. 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 supporting Ann in her new job.

Option B is the best answer because it involves reviewing any relevant data and information that can help identify what triggers Ann’s challenging behaviors, what motivates her to work, and what strategies have been successful in the past. This can help the employment support professional to design a personalized and proactive plan for Ann that can increase her chances of success and satisfaction in her new job.

Option A is not the best answer because it suggests that Ann should be segregated from the integrated community workplace and placed in a sheltered setting until she proves herself. This goes against the core values and principles of APSE and the CESP credential, which promote inclusion, choice, and self-determination for people with disabilities2.

Option C is not the best answer because it implies that Ann is likely to have problems and that the employment support professional is not confident or competent enough to handle them. This can create a negative impression of Ann and her abilities to the employer and the co-workers, and undermine her self-esteem and independence. Moreover, having a back-up staff person is not a guarantee that Ann will not have challenging behaviors, and it does not address the root causes or the solutions for them.

Option D is not the best answer because it focuses on the negative aspects of Ann’s behavior and history, rather than her strengths and interests. This can also create a biased and unfavorable view ofAnn to the employer and the co-workers, and lower their expectations and support for her. Furthermore, describing Ann’s challenging behaviors without providing any context, rationale, or intervention plan is not helpful or professional.

References: 1: CESP Candidate Handbook 2: APSE Ethical Guidelines for Professionals in Supported Employment

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

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

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

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

A situational assessment is a process of observing and evaluating a person’s skills, interests, and abilities in a real work setting1. The purpose of a situational assessment is to identify the person’s strengths, preferences, and support needs for employment2. Based on the information given, the best option for scheduling a situational assessment for the 24-year-old woman is a local recreational center that runs an after-school art program for young children. This option matches her interest in children and art, and provides an opportunity to demonstrate her creativity and interpersonal skills. The other options are less suitable because they either do not align with her interests, do not offer a variety of tasks, or do not provide a natural work environment. References: 1: Focus On: Six strategic steps for situational assessment3 2: CESP study guide2 3: https://www.publichealthontario.ca/-/media/documents/F/2015/focus-on-situational-assessment.pdf?la=en

 The least effective question to ask is “How do you feel about employing people with disabilities?” This is because this question is not relevant to the purpose of an informational interview, which is to gather information about the business, the industry, the job requirements, and the employer’s needs1. Asking this question may also create a negative impression of the job developer and the job seeker, as it may imply that the job seeker is not qualified or capable of performing the job, or that the employer has a bias or prejudice against people with disabilities2. Furthermore, this question may violate the Americans with Disabilities Act (ADA), which prohibits employers from asking disability-related questions before making a job offer3.

References:

• 1: Informational Interviewing: A Guide for Employment Support Professionals1
• 2: Job Development Dos and Don’ts2
• 3: Pre-Employment Inquiries and the ADA3

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

 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

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

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

The least appropriate item to include in his portfolio is a brief guide to working with someone who has autism. This option does not showcase the job-seeker’s skills, abilities, or achievements in construction. It also may create a negative impression of the job-seeker as someone who needs special treatment or accommodation, rather than someone who can add value to the employer. This option does not align with the core values and principles of employment support, such as individualization, empowerment, and dignity.

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

• Option B: Testimonials from people who have previously contracted the services of the job-seeker are a good way to demonstrate the job-seeker’s reputation, quality of work, and customer satisfaction. They can also provide evidence of the job-seeker’s communication skills, reliability, and professionalism. This option supports the core values and principles of employment support, such as career development, quality outcomes, and respect.
• Option C: Pictures of the job-seeker’s completed projects are a great way to showcase the job-seeker’s skills, abilities, and achievements in construction. They can also illustrate the job-seeker’s creativity, diversity, and expertise in different types of projects. This option supports the core values and principles of employment support, such as individualization, career development, and quality outcomes.
• Option D: A list of references from people for whom the job-seeker has worked is a useful way to provide contact information for potential employers to verify the job-seeker’s work history, performance, and character. They can also provide additional information or feedback on the job-seeker’s strengths, interests, and needs. This option supports the core values and principles of employment support, such as career development, quality outcomes, and respect.

References:

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

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

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

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

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

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

The CESP certification is based on the principles of individualized, integrated, and competitive employment for people with disabilities1. One of the core values of this approach is to promote the self-determination and empowerment of the individuals being supported2. This means that the employment support professionals should respect the preferences, choices, and goals of the individuals, and help them develop the skills and confidence to achieve their desired outcomes2.

The options A, B, and C are examples of reasonable supports that align with these principles. They provide Susan with visual, auditory, or human cues that can help her remember the sequence of her tasks, without interfering with her autonomy or productivity. They also allow her to use the tools or strategies that work best for her learning style and preferences. These supports can be faded over time as Susan becomes more familiar and comfortable with her job3.

The option D, however, is an example of an unreasonable support that violates these principles. It implies that the store manager does not trust Susan to perform her tasks correctly, and that he or she needs to monitor and control her every hour. This can undermine Susan’s self-esteem, motivation, and satisfaction with her job. It can also create a negative or hostile relationship between Susan and her manager, and affect her integration and inclusion in the workplace. Moreover, it can be disruptive and inefficient for both Susan and the manager to have such frequent check-ins, especially if they interfere with their other duties or responsibilities. References:

https://cesp.helpscoutdocs.com/article/627-what-are-the-eligibility-requirements-to-sit-for-the-cesp-examination

https://apse.org/cesp-central/