Free Practice Questions for APSE CESP Exam

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

 A work-related organizational task is a task that involves arranging, ordering, or coordinating items or activities in a work setting1. The purpose of observing work-related organizational tasks is to assess the job-seeker’s skills, interests, and preferences for different types of work environments and occupations2. Therefore, the observation should be conducted in realistic and natural work settings that match the job-seeker’s vocational goals and potential career paths3.

In this case, the job-seeker is a student with a cognitive disability who enjoys organizational tasks. Options A, B, and D are all examples of work settings where the job-seeker can perform and observe various organizational tasks, such as stocking products, setting tables, and filing documents. These settings can also provide the job-seeker with exposure to different industries, such as retail, hospitality, and education, and help him explore his career interests and options. Option C, however, is not a work setting, but a home setting, where the job-seeker is putting away clean dishes. This option does not provide the job-seeker with a realistic or natural work experience, and it does not help him discover his vocational potential or preferences. Therefore, option C is the least appropriate environment to observe work-related organizational tasks. References: 1: CESP study guide Flashcards, question 8 2: Focus On: Six strategic steps for situational assessment, page 1 3: Certified Employment Support Professional Candidate Handbook, page 5

 A situational assessment is a process of observing and evaluating a job-seeker’s performance, skills, interests, and preferences in various work settings1. The purpose of a situational assessment is to identify the most suitable and satisfying employment options for the job-seeker2. Therefore, the situational assessment should be conducted in realistic and natural work environments that match the job-seeker’s vocational themes3.

In this case, the job-seeker has a vocational theme of working with animals, so the situational assessment should involve settings where he can interact with different types of animals and perform various tasks related to animal care. Options B, C, and D are all examples of such settings, where the job-seeker can explore different aspects of working with animals, such as grooming, feeding, cleaning, and assisting. Option A, however, is not a realistic or natural work environment, as it involves bringing dogs from a facility-based program to a grooming station that is not part of an actual business. This option does not provide the job-seeker with an authentic experience of working with animals in a community setting, and it does not expose him to the diversity and complexity of the animal care industry. Therefore, option A is the least useful location for the situational assessment. References: 2: Certified Employment Support Professional Candidate Handbook, page 5 3: CESP study guide Flashcards, question 5 1: Focus On: Six strategic steps for situational assessment, page 1

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 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

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

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

Option B: Testimonials from people who have previously contracted the services of the job-seeker are a good way to demonstrate the job-seeker’s reputation, quality of work, and customer satisfaction. They can also provide evidence of the job-seeker’s communication skills, reliability, and professionalism. This option supports the core values and principles of employment support, such as career development, quality outcomes, and respect.

Option C: Pictures of the job-seeker’s completed projects are a great way to showcase the job-seeker’s skills, abilities, and achievements in construction. They can also illustrate the job-seeker’s creativity, diversity, and expertise in different types of projects. This option supports the core values and principles of employment support, such as individualization, career development, and quality outcomes.

Option D: A list of references from people for whom the job-seeker has worked is a useful way to provide contact information for potential employers to verify the job-seeker’s work history, performance, and character. They can also provide additional information or feedback on the job-seeker’s strengths, interests, and needs. This option supports the core values and principles of employment support, such as career development, quality outcomes, and respect.

References:

APSE CESP Practice Exam

APSE CESP Exam Content Outline

APSE CESP Study Guide

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 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

 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

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