CESP Certified Employment Support Professional (CESP) Questions and Answers

Paid work trials are a form of on-the-job training that allow employers to assess the skills and suitability of potential employees before offering them a job contract. They are different from unpaid work trials, which are only legal if they are brief, supervised, and used to demonstrate the minimum requirements of the job12. Paid work trials are also different from volunteer work, which is done for a charitable or community organization without expectation of payment or employment3. A guarantee of job offer is not a part of a paid work trial, as the employer may decide not to hire the worker after the trial period. Going to the day program is not a paid work trial, as it is not related to a specific job or employer. References: 1: What are Your Entitlements: Paid vs Unpaid Trials 2: When is a Trial Shift Legal? (2024 Update) - Lawpath 3: Volunteering - Fair Work Ombudsman

The Trial Work Period (TWP) is a Work Incentive that allows SSDI recipients to test their ability to work for at least 9 months and still receive full disability benefits, regardless of their earnings. The 9 months do not have to be consecutive, but are counted within a rolling 60-month period. Any month in which the earnings exceed a certain amount ($970 in 2022) is considered a month of service for the TWP. After completing the TWP, SSDI recipients enter a 36-month Extended Period of Eligibility (EPE), during which they may receive benefits for any month their earnings are below the Substantial Gainful Activity (SGA) level ($1,350 for non-blind individuals and $2,260 for blind individuals in 2022). References: Trial Work Period - The United States Social Security Administration, What You Need to Know About the Trial Work Period, Trial Work Period (TWP) - Ticket to Work - Social Security

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.

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

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

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

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

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

 The LEAST appropriate response is to discuss this with him publicly so that his co-workers and manager know that you have addressed the concern. This would violate his right to privacy and dignity, and could also damage his relationships with his colleagues and employer. It could also increase his stress and anxiety, which could worsen his behavior. A better approach would be to speak with him privately and respectfully, and try to understand the reasons behind his rudeness. You could also observe him at work and provide feedback and support as needed. You could also ask the manager how she normally handles discipline with her employees and encourage her to treat him like everyone else, as long as it is fair and consistent. References:

• CESP Candidate Handbook, page 13, Domain 4: Workplace and Related Supports, Task 4.2: Provide ongoing support to the individual and employer to maintain employment, Knowledge of 4.2.1: Strategies for providing feedback and support to the individual and employer
• CESP- ASPE Flashcards, card 66, Job Coaching, Definition: The process of providing on-the-job training and support to individuals with disabilities to help them learn and perform the work and adjust to the work environment.

According to the CESP Candidate Handbook1, Domain 1 of the CESP certification covers Application of Core Values and Principles to Practice, which includes the following tasks:

• 1.1 Demonstrate respect for the dignity, rights, and uniqueness of each individual.
• 1.2 Promote self-determination and informed choice for the individuals served.
• 1.3 Advocate for the full inclusion and participation of individuals with disabilities in the community.
• 1.4 Adhere to the code of ethics and professional standards of practice.

The most appropriate response to a family’s concern about their family member working in the community and maintaining a job is to say “We can find a good fit for him with the right accommodations.” This would be consistent with the task 1.3, which requires the employment support professional to advocate for the full inclusion and participation of individuals with disabilities in the community. By saying this, the employment support professional would show respect for the individual’s dignity, rights, and uniqueness, and promote self-determination and informed choice for the individual. The employment support professional would also acknowledge the family’s concern and offer a solution that would address the individual’s needs and preferences, as well as the employer’s expectations and requirements.

The other options are not the most appropriate responses, because they either disregard or undermine the individual’s dignity, rights, and uniqueness, and do not promote self-determination and informed choice for the individual. Saying “We can try a workshop first if it will make you feel better.” (option A) is not an appropriate response, because it implies that the individual’s employment goal is not valid or realistic, and that the family’s opinion is more important than the individual’s. This would also suggest that the individual needs to be segregated and isolated from the community, rather than integrated and included. Saying “We can set him up in enclave employment.” (option B) is also not an appropriate response, because it does not involve the individual in the decision-making process, and it does not offer a customized employment opportunity that matches the individual’s skills, interests, and goals. This would also limit the individual’s opportunities and choices, and prevent him from fully participating and contributing to the community. Saying “We can find a job where he works alone.” (option D) is not an appropriate response, because it assumes that the individual cannot work with others, and it does not consider the individual’s preferences and support needs. This would also isolate the individual from the social and professional networks that are essential for successful employment and career development.

References: 1: CESP Candidate Handbook, page 10.

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

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

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

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

 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.

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

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

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

The best 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

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

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

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

 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 Americans with Disabilities Act (ADA), employers are required to provide reasonable accommodations for qualified individuals with disabilities, unless doing so would cause an undue hardship. An undue hardship is defined as a significant difficulty or expense in relation to the employer’s size, financial resources, and the nature of its operations. Therefore, when advocating for supports and accommodations for someone with a disability, it is most important to consider that the employer must provide accommodations regardless of the cost unless the employer can prove that the accommodation would create an undue hardship. The other options are incorrect because:

• B. The accommodations may be used by other employees as well, as long as they do not interfere with the performance of the employee with a disability or create a safety hazard.
• C. The accommodations are not the decision of one person, but rather the result of an interactive process between the employer and the employee with a disability, and possibly a third party such as a vocational rehabilitation counselor or an employment support professional.
• D. The accommodations are not limited to physical accommodations, but may also include changes to the work environment, work schedule, work tasks, work equipment, work policies, or work procedures, depending on the individual’s needs and preferences. References:
• Reasonable Accommodations in the Workplace
• Disability and Health Inclusion Strategies

 According to the U.S. Department of Labor-funded Job Accommodation Network (JAN), 59 percent of accommodations for employees with disabilities cost nothing, while the rest of the accommodations had a typical cost of only $5001. This means that most workplace accommodations for people with a psychiatric disability are either free or very low-cost for the employer. Some examples of such accommodations are flexible scheduling, modified training and supervision, and leave for treatment or recovery234. These accommodations can benefit both the employee and the employer by enhancing productivity, reducing absenteeism, and improving retention24. References:

• Accommodations for Employees with Mental Health Conditions
• Workplace Accommodations for People with Mental Illness: A Scoping Review
• Reasonable accommodations for disabilities - Employer.gov
• Workplace Mental Health - Reasonable Job Accommodations

 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

Customized employment is a process that involves individualizing the relationship between the employee and the employer to meet the needs and preferences of both1. One of the core valuesof customized employment is that the individual has the right to choose the type, amount, and frequency of employment support services they receive1. Another core value is that the individual has the opportunity to earn competitive wages and benefits that are commensurate with their skills and abilities1. Therefore, the statement that the individual can earn sub-minimum wages if this is part of the negotiated job description process is not consistent with the core values of customized employment, as it violates the individual’s right to fair compensation and economic self-sufficiency1. The other statements are consistent with the core values of customized employment, as they reflect the individual’s autonomy, self-determination, and inclusion in the workforce1. References: 1: Customized Employment | U.S. Department of Labor

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

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

 The least effective photo setting to use in promoting employment services to employers is chatting with her roommates in her group home. This option does not demonstrate the woman’s skills, abilities, or contributions to the workforce. It also reinforces the stereotype that people with disabilities are dependent, isolated, or segregated from the community. This option does not align with the core values and principles of employment support, such as inclusion, empowerment, and dignity.

The other options are more effective than option B, for the following reasons:

• Option A: Having lunch with co-workers in a company cafeteria shows that the woman is integrated, accepted, and valued by her peers. It also suggests that she has good social skills, communication skills, and teamwork skills. This option supports the core values and principles of employment support, such as inclusion, natural supports, and respect.
• Option C: Standing with an attractive, alert expression on her face shows that the woman is confident, professional, and enthusiastic. It also creates a positive impression of her personality, attitude, and appearance. This option supports the core values and principles of employment support, such as empowerment, self-determination, and dignity.
• Option D: Working in a corporate office shows that the woman is capable, productive, and qualified. It also indicates that she has relevant skills, knowledge, and experience for the job. This option supports the core values and principles of employment support, such as individualization, career development, and quality outcomes.

References:

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

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

 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

 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

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

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

The last strategy to use in helping him is to find a new job for him. This option implies that the individual is not capable of performing the job he was hired for, and that there are no possible solutions to improve his situation. This option goes against the core values and principles of employment support, such as individualization, inclusion, empowerment, and self-determination1. Finding a new job for him would also disregard his preferences, goals, and skills, as well as the employer’s needs and expectations.

The other options are more appropriate because they involve exploring ways to enhance the individual’s performance and satisfaction at his current job. Option B is a good strategy because it can help identify the best assistive technology and ergonomic adjustments that can suit the individual’s needs and abilities2. Option C is also a good strategy because it can help measure the individual’s productivity and efficiency, as well as provide feedback and training to improve his typing skills3. Option D is another good strategy because it can help establish a positive and collaborative relationship with the employer, as well as understand the employer’s perspective and standards for the job4. References:

• 1: APSE, Application of Core Values and Principles to Practice
• 2: Job Accommodation Network, Accommodation and Compliance: Spinal Cord Injuries
• 3: CareerOneStop, Computer Programmers: Skills and Abilities
• 4: APSE, Workplace and Related Supports

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

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

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

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

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

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

 The 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

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

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

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

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

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

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

 The best job development activity for this scenario is to speak with a station manager about customizing a position that utilizes her strengths and abilities. This option aligns with the principles of individualized employment and career planning, which is one of the domains of knowledge covered by the CESP certification1. Customized employment is a process that matches the skills, interests, and abilities of a job seeker with a disability to the needs of an employer2. By speaking with a station manager, the employment support professional can explore the possibility of creating a job that fits the job seeker’s goal of working in broadcasting, while also addressing her communication challenges. This option also demonstrates respect for the job seeker’s preferences and choices, which is another core value of the CESP certification1.

The other options are not the best job development activities for this scenario. Option B, videoing her to show her how she looks and sounds, is not a job development activity at all. It is more of an assessment or feedback tool that could be used to help the job seeker improve her speech skills, but it does not directly help her find a job in broadcasting. Option C, speaking with a station manager to learn what opportunities exist for people with disabilities at his station, is a job development activity, but it is not individualized or customized to the job seeker’s specific goal and needs. It is more of a general inquiry that could be done for any job seeker with a disability, regardless of their career interests or abilities. Option D, referring her to a speech pathologist, is also not a job development activity. It is a referral to another professional who could provide specialized services to help the job seeker with her speech disorder. While this could be a beneficial service for the job seeker, it does not directly help her find a job in broadcasting. It also implies that the job seeker needs to fix her speech problem before she can work in broadcasting, which is not consistent with the CESP values of inclusion and diversity1.

References: 1: CESP™ - Association of People Supporting Employment First 2: Customized Employment | U.S. Department of Labor

According to the CESP Candidate Handbook1, one of the core competencies of Domain 2 (Individualized Employment and Career Planning) is to “assist the job seeker in identifying interests, skills, preferences, and support needs related to employment”. This involves using various methods such as assessments, interviews, observations, and discovery activities to help the job seeker explore different career options and find a good match. Finding an apprenticeship, locating an internship, or placing the individual in an entry-level job are all possible outcomes of the career exploration process, but they are not the best way to start supporting the job seeker who has no work experience, no clear interests, and who is unsure about their career goals.