CESP Certified Employment Support Professional (CESP) Questions and Answers

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

References:

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

The LEAST effective way for a family to support a job seeker in obtaining competitive employment is to attend job interviews and new employer orientation sessions to learn more about the job and hiring procedures. This is because it may interfere with the job seeker’s autonomy, self-determination, and self-advocacy skills, which are essential for successful employment outcomes. It may also create a negative impression on the employer, who may perceive the job seeker as dependent, unprepared, or lacking confidence. Furthermore, it may violate the confidentiality and privacy of the job seeker, who may not want to disclose personal information to the family or the employer. Therefore, the family should respect the job seeker’s choices and preferences, and support them from a distance, unless the job seeker explicitly requests their presence or assistance. References:

• APSE CESP Practice Exam, Question 3
• APSE CESP Exam Content Outline, Domain 2, Task 2.2
• APSE CESP Code of Conduct, Principle 1, Section 1.3
• APSE CESP Handbook, Page 12, Section 4.1.3

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

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

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

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

References: 1: CESP Candidate Handbook, page 10.

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

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

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

References:

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

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

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

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

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

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

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

References:

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

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 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

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

According to the CESP Candidate Handbook1, one of the 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

The best next step for the employment support professional is to research local trade organizations and trade schools. This is because working as a plumber usually requires some level of training, certification, or apprenticeship, depending on the state and local regulations1. Trade organizations and trade schools can provide information on the requirements, opportunities, and resources for pursuing a career in plumbing. They can also help connect the job seeker with potential employers, mentors, or peers in the field2. Researching these options can help the employment support professional and the job seeker plan a realistic and individualized career path that matches the job seeker’s interests, goals, and abilities.

References:

• 1: How to Become a Plumber1
• 2: Plumbing Trade Organizations2

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

• 2.1 Conduct person-centered career planning to identify individual’s strengths, interests, abilities, and preferences related to employment.
• 2.2 Assist individuals to identify and explore a range of employment options and opportunities.
• 2.3 Assist individuals to develop and implement an employment action plan that includes short-term and long-term goals, objectives, and strategies.
• 2.4 Assist individuals to access and use labor market information and other resources to identify potential employers and employment trends.
• 2.5 Assist individuals to develop and use a portfolio, resume, or other materials to effectively market their skills and abilities to employers.
• 2.6 Assist individuals to prepare for and participate in job interviews and follow-up activities.
• 2.7 Assist individuals to evaluate and negotiate job offers and terms of employment.

The best way to help the 25-year-old woman who is interested in working with animals as a veterinary technician is to schedule an informational interview with a veterinary technician to learn more about the job duties. This option aligns with tasks 2.2, 2.4, and 2.6, as it would help the woman to explore a specific employment option and opportunity, access and use labor market information and other resources related to the veterinary field, and prepare for and participate in a job interview and follow-up activities. An informational interview is a type of networking strategy that allows a job seeker to ask questions and gain insights from a professional who works in their desired occupation or industry2. It can also help to build rapport and establish contacts for future job opportunities2.

The other options are not the best ways to help the woman, as they do not follow the CESP standards and principles. Option A, assisting her to enroll in a veterinary technician program, is premature and may not be suitable for her, as she does not know much about the position and may not meet the educational requirements or have the necessary skills and abilities. Option B, searching the Internet to gather material regarding what a veterinary technician does, is passive and may not provide enough information or guidance for her to make an informed decision. Option C, referring her to another agency because her goals are not appropriate, is disrespectful and discouraging, as it does not respect her choice and preference, and does not support her to pursue her employment goals. References: 1: CESP Candidate Handbook 2: Informational Interviewing

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.

 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.

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

 A reasonable accommodation is any change to the job, the way the job is done, or the work environment that allows a qualified person with a disability to perform the essential functions of that job and enjoy equal employment opportunities1. Reasonable accommodations are required by the Americans with Disabilities Act (ADA) unless they create an undue hardship or a direct threat2. Among the four options, only B is a reasonable accommodation that does not alter the essential functions of the job or impose an undue burden on the employer. Providing longer time to complete mandatory training is a way of adjusting the methods or presentation of the trainingmaterials to accommodate the employee’s disability3. Option A is not a reasonable accommodation because transportation to and from the workplace is not related to the job itself, but rather to the living conditions or mobility of the employee4. Option C is not a reasonable accommodation because assistance from another employee to complete essential functions implies that the employee cannot perform the job on their own, which would make them unqualified for the position5. Option D is not a reasonable accommodation because omitting typing for a data entry position would eliminate an essential function of the job, which would fundamentally alter the nature of the position6. References:

• Reasonable Accommodations in the Workplace
• Your Employment Rights as an Individual with a Disability
• Your Right to Reasonable Accommodation at the workplace
• Reasonable Accommodations - U.S. Office of Personnel Management
• Accommodations | U.S. Department of Labor

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

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

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

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

 The 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

Job coach services are an example of an Impairment Related Work Expense (IRWE). An IRWE is a cost for an item or service that a person with a disability needs in order to work because of their impairment1. Social Security will deduct the costs of an IRWE from the person’s countable income when determining their eligibility for Social Security disability benefits or Supplemental Security Income (SSI)1. Job coach services are a type of assistance that a person with a disability may require in order to perform their job duties, learn new skills, or adjust to the work environment2. Job coach services are not reimbursed by another source, such as the employer or a vocational rehabilitation agency, and the cost is reasonable, meaning that it represents the standard charge for the service in the community1. Therefore, job coach services meet the criteria for an IRWE and can be deducted from the person’s earnings.

The other options are not examples of an IRWE. Accommodations are changes or modifications that an employer makes to the work environment, equipment, or schedule to enable a person with a disability to perform their job3. Accommodations are not an IRWE because they are not paid by the person with a disability, but by the employer as required by the Americans with Disabilities Act (ADA)3. An individualized plan for employment (IPE) is a document that outlines the goals, services, and supports that a person with a disability needs to achieve their desired employment outcome4. An IPE is not an IRWE because it is not a cost for an item or service, but a plan that guides the person’s vocational rehabilitation process4. Transportation is a cost for getting to andfrom work, such as bus fare, taxi, or car expenses5. Transportation is not an IRWE unless the person with a disability needs a special transportation service because of their impairment, such as a wheelchair-accessible van or a personal driver5. If the person usesthe same transportation service as the general public, the cost is not deductible as an IRWE5.

References: 1: Impairment-Related Work Expenses - Social Security 2: Job Coach Services - CareerOneStop 3: Reasonable Accommodations - U.S. Department of Labor 4: Individualized Plan for Employment - Social Security 5: DI 10520.001 Impairment-Related Work Expenses (IRWE) - Social Security

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

According to the Americans with Disabilities Act (ADA), a person with a disability is not required to disclose their disability to an employer at any point in the hiring process, unless they need a reasonable accommodation to participate in the application process or to perform the essential functions of the job1. Therefore, Tom is not required to disclose his epilepsy to his employer before, during, or after the interview, unless he needs an accommodation such as flexible work hours, breaks, or a quiet work environment. If he does need an accommodation, he should disclose his disability before the accommodation is requested, and provide relevant documentation to support hisrequest2. References: 1: Disability Disclosure and Interviewing Techniques for Persons with Disabilities 2: CESP Content Outline - CESP

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

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

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

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

• 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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 best answer is A, because it reflects the individualized employment and career planning domain of the CESP certification. Setting up a job shadowing opportunity for the job seeker at a local veterinary office would help her explore her interests, goals, and aspirations in working with animals, as well as assess her skills, talents, and learning style. It would also provide a community-based work assessment that is relevant to herdesired career path, and help her build connections and relationships with potential employers and mentors12.

Answer B is not correct, because it contradicts the core values and principles of the CESP certification, such as promoting full inclusion in the general workforce, providing community-based services outside institutional, group, and pre-vocational settings, and respecting the right to work and earn wages commensurate with others in similar positions13. Enrolling the job seeker in a sheltered workshop that has a contract with a local pet store would segregate her from the general workforce, limit her opportunities for career advancement and economic self-sufficiency, and potentially exploit her labor and skills.

Answer C is not correct, because it does not demonstrate a rapid engagement of the job seeker in the employment process, nor does it provide a sufficient level of support and guidance for her to find a suitable and satisfying job. Helping her apply online for animal-related jobs would not necessarily match her strengths, interests, needs, and conditions for employment, nor would it help her develop the necessary skills and competencies for working with animals. It would also rely on a passive and impersonal job search method that may not yield positive results or feedback14.

Answer D is not correct, because it does not reflect a good job development practice, nor does it take into account the job seeker’s preferences and readiness for employment. Setting up a job interview for her at a local pet store would not ensure that the job is aligned with her career goals, nor would it help her prepare for the interview process. It would also bypass the important steps of gathering and analyzing labor market information, identifying patterns in job markets, and maintaining updated information on businesses, type of jobs available, and locations of jobs within the community15. References: https://cesp.helpscoutdocs.com/article/637-cesp-examination-content-outline

https://www.apse.org/wp-content/uploads/docs/CESP%20Candidate%20Handbook.1.123.pdf

A vocational profile is a tool that helps identify the job seeker’s interests, skills, abilities, preferences, and support needs for employment. A vocational profile should include information that is relevant, accurate, and individualized to the job seeker. The information should be gathered from multiple sources, such as interviews, observations, assessments, and records. The information should also reflect the job seeker’s voice and choice, and respect their right to self-determination and empowerment. Therefore, the LEAST appropriate piece of information to include in a vocational profile is the parent’s desire for the job seeker to work in a warehouse, as this may not align with the job seeker’s own goals, preferences, or abilities. The parent’s desire may also limit the job seeker’s options and opportunities for competitive, integrated employment. The other options are more appropriate to include in a vocational profile, as they provide useful information about the job seeker’s work environment preferences, reading ability, and success conditions. References: CESP Examination Content Outline, Certified Employment Support Professional

 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