CESP Exam Dumps - APSE Employment Support Professional Questions and Answers

 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

Career planning for high school students involves identifying their skills, interests, and goals, and exploring various career options that match them12. Career planning also involves gaining experience, developing key skills, and creating a plan to pursue advanced education and training to achieve their goals34. Career planning should be based on the student’s own preferences and aspirations, not on external factors or expectations34.

Among the four options, only D is consistent with these principles of career planning, and the best response for working with the student. By exploring what appeals to him about being a lawyer, the employment support professional can help him understand his motivations, values, and interests, and how they relate to his career choice34. This can also help him to decide if he should pursue that goal or other careers that offer similar benefits and working conditions, such as justice, advocacy, problem-solving, or communication53. This way, the student can make an informed and realistic decision about his future, and receive guidance and support to achieve it34.

Option A is not a good response, as it implies that the student’s goal is unreasonable or unrealistic, and that he should settle for a more attainable goal, such as moving up to prep cook in the restaurant. This goes against the principle of empowerment, which states that the student should be encouraged and supported to pursue his own goals, not discouraged or limited by others67. Option A also shows a lack of respect for the student’s preferences and abilities, and may undermine his confidence and motivation67.

Option B is also not a good response, as it implies that the student is unaware or unprepared for the educational requirements for becoming a lawyer, and that he should reconsider his goal based on the length of time it will take. This goes against the principle of choice, which states that the student should be able to choose his own career path, not be influenced by others’ opinions or assumptions67. Option B alsoshows a lack of support for the student’s aspirations and potential, and may discourage him from pursuing his goal67.

Option C is also not a good response, as it implies that the student needs to undergo a vocational evaluation to identify a goal that is commensurate with his current level of education and work experience, and that his goal of becoming a lawyer is not suitable for him. This goes against the principle of individualization, which states that the student should be treated as a unique person, not as a category or a label67. Option C also shows a lack of recognition for the student’s interests and goals, and may divert him from his desired career path67.

References:

• 6: What Is Supported Employment? | British Association for Supported Employment
• 7: Certified Employment Support Professional - apse.org
• 8: Supported Employment Services | DSHS
• 9: What Is Supported Employment? - Integrity, Inc.
• 5: Guide to Career Planning for High School Students - Study.com
• 3: The Ultimate Career Planning Guide for High School Students
• 1: Career planning for high schoolers : Career Outlook: U.S. Bureau of …
• 2: Career Planning Checklist: High School - EducationPlanner
• 4: Setting Your Career Goals: A Guide For High School Students

 A baseline task analysis is a method of assessing the current performance and skills of a job seeker or employee before providing any training or intervention. It is used to determine the initial production and quality standards for measuring training progress, as well as to identify the strengths and areas of improvement for the individual. A baseline task analysis can also help to design a customized training plan that matches the individual’s learning style and preferences12.

Answer B is not correct, because a baseline task analysis is not related to Social Security income reductions based on earned wages. Social Security income reductions are determined by the Substantial Gainful Activity (SGA) level, the Trial Work Period (TWP), the Extended Period of Eligibility (EPE), and the Impairment-Related Work Expenses (IRWE)3. A baseline task analysis does not affect these factors.

Answer C is not correct, because a baseline task analysis is not used to determine wages for an individual based upon on-the-job production. Wages are determined by the employer, the market value of the job, and the Fair Labor Standards Act (FLSA)4. A baseline task analysis does not influence these factors.

Answer D is not correct, because a baseline task analysis is not used to measure work progress and social interaction on the job. Work progress and social interaction are measured by ongoing assessments, such as performance reviews, feedback, observations, and data collection5. A baseline task analysis is only a snapshot of the initial performance and skills of the individual. References: 

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

 Motivational interviewing is a collaborative, goal-oriented method of communication that aims to enhance the individual’s intrinsic motivation to change1. It is based on four principles: expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy2. Motivational interviewing does not involve deferring to the vocational rehabilitation counselor for decision making, as this would undermine the individual’s autonomy and self-determination. Rather, motivational interviewing respects the individual’s perspective and preferences, and helps them explore and resolve their own ambivalence to change3. References:

• Motivational Interviewing: Helping People Change, Chapter 1
• Motivational Interviewing in Employment Services, page 4
• APSE CESP Study Guide, page 18, Section 2.2.1

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

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

 When presenting your employment services to the local Chamber of Commerce, you should focus on the value proposition of hiring the individuals you represent, rather than their disabilities. Providing definitions or explanations of the disabilities of the job seekers you represent may create stereotypes, stigma, or pity, which are not conducive to building trust and respect with potential employers. Instead, you should highlight the consumer base and buying power of people with disabilities, the benefits of hiring the individuals you represent (such as skills, diversity, loyalty, etc.), and the tax incentives or other value-added benefits for businesses (such as reduced turnover, increased productivity, etc.). 

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

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

 According to the CESP Candidate Handbook1, one of the knowledge areas for Domain 1: Application of Core Values and Principles to Practice is “The impact of disclosure on employment and career development”. The handbook also states that “The CESP exam is based on the application of knowledge, not just the recall of facts”. Therefore, the best answer is the one that demonstrates the most effective and ethical practice for supporting the woman in her employment and career goals.

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

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

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

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

References: 1: CESP Candidate Handbook