APSE CESP Dumps

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

it illustrates the universal design principle of equitable use, which means that the design is useful and marketable to people with diverse abilities1. A concrete sidewalk ramp is an example of a design that can benefit people with different mobility needs, such as wheelchair users, stroller users, or people with walkers. It provides the same means of access for all users, without segregating or stigmatizing anyone1.

Answer A is not correct, because it does not demonstrate a universal design principle, but rather an individual adaptation or accommodation. A head pointer is a specialized device that is not widely available or usable by most people. It does not meet the criteria of equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, or size and space for approach and use1, which are the seven principles of universal design.

Answer B is not correct, because it does not show any specific design feature that is relevant to the universal design principles. Pushing carts in the parking lot is a job task that may or may not be accessible or usable by people with diverse abilities, depending on the design of the carts, the parking lot, and the store. It is not clear how this example relates to any of the universal design principles.

Answer D is not correct, because it is also an example of an individual adaptation or accommodation, not a universal design principle. A picture prompt list is a personalized tool that may help some people with cognitive disabilities, but it is not a design that is applicable or beneficial to all users. It does not meet the criteria of the universal design principles. References

 Supported employment services are a personalized model for supporting people with significant disabilities to secure and retain paid employment in integrated communitysettings12. The model uses a partnership strategy to enable people with disabilities to achieve sustainable long-term employment and businesses to employ valuable workers12. Supported employment services are based on the core values and principles of inclusion, empowerment, choice, respect, dignity, and individualization12.

Among the four options, only C is consistent with these values and principles, and the most appropriate way to proceed with the individual. By meeting with him to discuss his employment interests, and engaging him in the job development process, the supported employment professional can demonstrate respect for his preferences, goals, and abilities, and empower him to take an active role in his own employment journey12. This can also help to build rapport, trust, and motivation, and address anybarriers or challenges that may have affected his previous engagement and follow through34.

Option A is not appropriate, as it implies that the individual is not ready for services, and needs to undergo a prevocational program to assess his skills and abilities. This goes against the supported employment principle of zero exclusion, which states that anyone who wants to work can work, regardless of their level of disability or support needs12. Prevocational programs are often segregated, time-limited, and do not lead to competitive employment outcomes56. Option B is also not appropriate, as it implies that the individual is not committed or responsible, and needs to prove himself before receiving services. This goes against the supported employment principle of empowerment, which states that the individual should be treated as an equal partner, and not as a passive recipient of services12. Setting up conditions may also create a power imbalance, and discourage the individual from engaging in the process78. Option D is also not appropriate, as it implies that the individual is not welcome or valued by the current program or provider, and needs to start over with a new one. This goes against the supported employment principle of inclusion, which states that theindividual should be supported to participate fully in the community, and not be isolated or excluded12. Referring him to another program or provider may also disrupt the continuity of services, and affect the quality of the relationship and the outcomes910.

References:

• 1: What Is Supported Employment? | British Association for Supported Employment
• 2: Certified Employment Support Professional - apse.org
• 3: Supported Employment Services | DSHS
• 4: What Is Supported Employment? - Integrity, Inc.
• 5: The Case Against Prevocational Services - ThinkWork
• 6: Prevocational Services: A Review of the Literature - Journal of Vocational Rehabilitation
• 7: Motivational Interviewing in Supported Employment - Journal of Applied Research in Intellectual Disabilities
• 8: Motivational Interviewing in Employment Services - Journal of Rehabilitation
• 9: The Importance of Continuity in Employment Services - Journal of Vocational Rehabilitation
• 10: The Impact of Staff Turnover on Employment Services - Journal of Rehabilitation Administration

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

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

 According to the CESP handbook, one of the 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

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

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

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

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

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

References: 1: CESP Candidate Handbook, page 10.

This answer respects the job seeker’s right to privacy and self-determination, as well as the legal requirements of the Americans with Disabilities Act (ADA)1. The ADA prohibits employers from asking about a person’s disability before making a job offer, unless it is related to an essential job function or a reasonable accommodation2. The job seeker has the choice to disclose or not disclose her disability, and the employment support professional should honor that choice and obtain her consent before sharing any information with the employer34. The other answers are not appropriate because they either violate the job seeker’s rights, damage the relationship with the employer, or provide unnecessary information that could lead to discrimination or stigma. References:

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

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

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

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

The best 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

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, 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

Natural supports are methods of inclusion and assistance that exist in any given workplace, and that an employee with a disability can tap into1. These supports help the person to perform their role, and also to feel socially included, which is crucial for highperformance and job retention1. Natural supports can involve people, procedures, customs, tools, and benefits that are typically available in the workplace, along with individualized supports seen as normative within the setting1. Some examples of natural supports are mentoring, friendship, socializing, providing feedback, or reminding12.

Among the four options, only C involves a natural support that can help the 19-year-old female feel more connected and confident in the workplace. By finding a co-worker who can empathize with, mentor, and support her on the job, she can benefit from the guidance, encouragement, and friendship of someone who understands the work environment and culture. This can also help her to develop her skills, overcome her challenges, and integrate into the social network of the workplace12.

Option A is not a natural support, but a paid support that may create a barrier between the employee and her co-workers. It may also send a message that she cannot do the job without a support person, and hinder her independence and self-esteem2. Option B is also not a natural support, but a personal support that may blur the boundaries between the professional and personal relationship. It may also create a dependency onthe supervisor, and prevent the employee from seeking help from other sources3. Option D is not a workplace support, but a clinical support that may not address the specific needs and goals of the employee in relation to her work. It may also stigmatize the employee, and make her feel more isolated and anxious4.

References:

• 1: The Importance of Natural Supports - ThinkWork
• 2: The Case for Natural Supports in the Workplace
• 3: Natural Supports - Project 10
• 4: Workplace Mental Health - Anxiety Disorders Association of Canada

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

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

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

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

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

A career portfolio is a collection of materials that showcase your work experience and skills to potential clients and employers1. It may include your resume, samples, skills, or awards1. A vocational evaluation report is a document that assesses your interests, aptitudes, abilities, and needs in relation to the labor market. While it may be useful for your own career planning, it is of least importance to a potential employer in an interview, as they are more interested in seeing your actual work samples, references, and resume that demonstrate your qualifications and fit for the job. Photos of Steve performing various job skills, for example, can provide tangible evidence of his competencies and achievements. Reference letters from Steve’steachers can attest to his character, work ethic, and academic performance. Steve’s resume can summarize his education, skills, and relevant experience in a concise and professional manner. 

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

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

According to the CESP Candidate Handbook1, Domain 2 of the CESP certification covers Individualized Employment and Career Planning, which includes the following tasks:

• 2.1 Conduct person-centered career planning and discovery activities to identify the job seeker’s skills, interests, preferences, and support needs.
• 2.2 Assist the job seeker to develop an individualized employment plan that reflects his or her employment goals and support strategies.
• 2.3 Assist the job seeker to explore and access education and training opportunities related to his or her employment goals.

The best initial step for an employment support professional to help a job seeker who is interested in doing auto body work, but does not know much about it, is to help him visit with the auto body garage to better understand the work. This would be an example of a person-centered career planning and discovery activity, which would help the job seeker to identify his or her skills, interests, preferences, and support needs related to auto body work. It would also provide the job seeker with an opportunity to learn more about the work environment, the tasks and responsibilities, the qualifications and requirements, and the potential earnings and benefits of auto body work. This information would help the job seeker to decide if auto body work is a suitable and realistic employment goal, and to develop an individualized employment plan accordingly.

The other options are not the best initial steps, because they either assume that the job seeker has already decided on auto body work as an employment goal, or they do not provide enough information or exploration for the job seeker to make an informed decision. Helping the job seeker research the career’s potential earnings (option A) is important, but it is not enough to determine if the job seeker is interested in andcapable of doing auto body work. Helping the job seeker fill out an application at a local auto body garage (option B) is premature, because the job seeker may not meet the qualifications or requirements, or may not enjoy the work once hired. Helping the job seeker enroll in the auto body course at the local community college (option C) is also premature, because the job seeker may not have the necessary prerequisites, or may not find the course relevant or useful for his or her employment goals.

References: 1: CESP Candidate Handbook, page 10.

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

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

 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

 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

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

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

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

Answer D is not correct, because it suggests that the employment support professional does not believe in the job seeker’s abilities and potential, and that he needs external validation from others. This could also violate the job seeker’s privacy and dignity, anddiscourage him from pursuing his employment goals. References: 

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

The Work Opportunity Tax Credit (WOTC) is a federal tax credit available to employers for hiring and employing individuals from certain targeted groups who have faced significant barriers to employment1. The WOTC aims to promote workplace diversity and facilitate access to good jobs for American workers1. The WOTC is available for wages paid to certain individuals who begin work on or before December 31, 20252.

Under the WOTC program, participating employers may do all the following:

• Hire as many new individuals who qualify for these tax savings as they need3. There is no limit on the number of individuals an employer can hire to qualify for the WOTC.
• Make the hiring decisions3. The employer has the sole discretion to decide whom to hire and whether to claim the WOTC for eligible employees.
• Complete minimal paperwork to claim the tax credit3. The employer and the job applicant must complete Form 8850, Pre-Screening Notice and Certification Request for the Work Opportunity Credit, and submit it to the State Workforce Agency within 28 days of the new employee’s start date1. The employer must also file Form 5884, Work Opportunity Credit, or Form 5884-C, Work Opportunity Credit for Qualified Tax-Exempt Organizations Hiring Qualified Veterans, to claim the credit1.

However, participating employers may not do the following:

• Hire members of their family who are disabled. The WOTC is not available for hiring relatives or dependents of the employer or the employer’s shareholders, partners, or members. This rule applies regardless of whether the relative or dependent belongs to a targeted group or not.

Therefore, the correct answer is A. Hiring members of their family who are disabled is the only option that is not allowed under the WOTC program. References: 1: Work Opportunity Tax Credit 2: Small businesses can benefit from the work opportunity tax credit 3: What is Work Opportunity Tax Credit? Tax Credit : CESP Examination Content Outline, Domain 3, 3J

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

The best way for an employment support professional to assist a new hire to participate in an employer’s training is to provide supports based on needs identified by the new hire. This is because the new hire is the best source of information about their own strengths, preferences, and challenges, and the employment support professional should respect their autonomy and self-determination. Providing individualized supports can help the new hire learn the skills and knowledge required for the job, as well as build confidence and trust with the employer and co-workers. Asking the employer to provide special training, having a co-worker explain the unwritten rules, or attending the training on behalf of the new hire are not the best methods, as they may imply that the new hire is not capable of learning the same way as other employees, or that they need extra help or supervision. These methods may also create dependency, stigma, or isolation for the new hire, and may not address their specific needs or goals. References:

• CESP Candidate Handbook, page 5, Domain 4: Workplace and Related Supports, Competency 4.1: Provide individualized supports to the employee based on their needs and preferences.
• Online Learning - Association of People Supporting Employment First, Module 4: Workplace and Related Supports, Lesson 1: Individualized Supports.

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

 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 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.

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 to perform theessential functions of the job and enjoy equal employment opportunities12. A reasonable accommodation may include modifying an employee’s work schedule, such as allowing flexible hours, part-time work, or telework, as long as it does not create an undue hardship for the employer123. An undue hardship is an action that requires significant difficulty or expense for the employer, considering factors such as the nature and cost of the accommodation, the size and financial resources of the employer, and the impact of the accommodation on the operation of the business2. A reasonable accommodation does not include removing essential job functions, which are thefundamental duties of the position2. A reasonable accommodation also does not include reducing production standards, which are the quantity or quality of work expected of all employees in the same position2. A reasonable accommodation does not include allowing inconsistent job attendance, which may affect the performance of the essential functions or the employer’s ability to conduct business2. References:

• Reasonable Accommodations in the Workplace
• Enforcement Guidance on Reasonable Accommodation and Undue Hardship under the ADA
• Accommodations

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

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

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:

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

 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.

 A fading plan is a strategy that the employment support professional (ESP) uses to gradually reduce the amount and frequency of support that they provide to the job-seeker, while increasing the use of natural supports from the employer and co-workers12. The goal of a fading plan is to help the job-seeker work independently and integrate socially in the workplace, without relying on the ESP for assistance3. A fadingplan should be individualized, flexible, and based on the job-seeker’s needs and preferences4.

The other options are not the best choices for supporting the job-seeker to work independently. A benefits plan is a document that outlines the impact of employment income on the job-seeker’s public benefits, such as Social Security or Medicaid5. While a benefits plan can help the job-seeker make informed decisions about working, it does not directly address the issue of reducing the ESP’s support. A risk assessment is a process of identifying and evaluating the potential hazards and threats that the job-seeker may face in the workplace, such as health and safety risks, discrimination, or harassment6. While a risk assessment can help the ESP and the employer mitigate or prevent these risks, it does not directly address the issue of increasing the job-seeker’s independence. A job skills assessment is a tool that measures the job-seeker’s abilities, interests, and aptitudes for different types of work7. While a job skills assessment canhelp the ESP and the job-seeker find a suitable job match, it does not directly address the issue of decreasing the ESP’s intervention.

References: 1: Fading and Support Strategies for Employment Success 2: Natural Supports and Fading Background Information 3: Job Site Fading 4: NATURAL SUPPORTS – FADING PLAN 5: Benefits Planning Services | U.S. Department of Labor 6: Risk Assessment | Health and Safety Authority 7: Job Skills Assessment - CareerOneStop