Free Practice Questions for APSE CESP Exam

 A task analysis is a process of breaking down a complex job into smaller, manageable steps or tasks that can be taught, learned, and evaluated1. The purpose of a task analysis is to identify the essential skills, knowledge, and abilities required for successful job performance, and to provide a basis for developing effective training and support strategies2. Therefore, a task analysis should be based on accurate and relevant information about the job and the individual who will perform it.

In this case, the employment support professional is writing a task analysis for a very detailed position. Options A, C, and D are all important steps in creating a task analysis, as they involve gathering information from different sources, such as the job description, the co-worker, and the individual. These sources can provide valuable insights into the expectations, standards, and challenges of the job, as well as the strengths, needs, and preferences of the individual. Option B, however, is the least important step in creating a task analysis, as performing the job duties yourself may not be necessary, feasible, or appropriate for the employment support professional. Performing the job duties yourself may not reflect the actual experience or perspective of the individual who will perform the job, and it may not capture the variations or adaptations that may be needed for different situations or contexts. Therefore, option B is not a crucial step in creating a task analysis. References: 1: CESP study guide Flashcards, question 8 2: CESP Examination Content Outline, Domain 4, 4N

 The most important activity to prepare Tanya to start work is to spend time on the job site learning about the job duties and preparing a job task analysis and identifying co-workers to help support her. This is because this activity will help you to understand the expectations and requirements of the job, as well as the culture and environment of the workplace. You will also be able to identify the skills and supports that Tanya will need to perform the tasks and interact with others. A job task analysis is a tool that breaks down the job into its essential components and describes the steps, skills, and conditions involved in each task1. Identifying co-workers to help support Tanya is part of the natural supports strategy, which involves using the existing resources and relationships in the workplace to provide ongoing assistance and integration for the employee with a disability2.

References:

1: Job Task Analysis: A Guide for Employment Support Professionals1

2: Natural Supports: A Guide for Employment Support Professionals2

Impairment-related work expenses, earned income exclusion, and trial work periods are examples of work incentives, which are special rules that make it possible for people with disabilities receiving Social Security or Supplemental Security Income (SSI) to work and still receive monthly payments and Medicare or Medicaid1. Work incentives are designed to help people with disabilities transition to work while minimizing the risk of losing theirbenefits2. Disclosure terms are the conditions under which a person with a disability chooses toshare information about their disability with others, such as employers or co-workers3. Tax credits are reductions in the amount of tax that a person or business owes to the government, such as the Earned Income Tax Credit (EITC) or the Work Opportunity Tax Credit (WOTC)4. Employer benefits are non-wage compensations provided to employees in addition to their normal wages or salaries, such as health insurance, retirement plans, or paid leave. References: 1: CESP Candidate Handbook, page 9. Download here. 2: Social Security Administration. [Work Incentives]. 3: CESP Candidate Handbook, page 11. Download here. 4: Internal Revenue Service. [Tax Credits]. : U.S. Department of Labor. [Employee Benefits].

 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

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

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 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 MOST appropriate way to proceed in this situation is to reframe the employer’s question from diagnosis to reasonable accommodations in the workplace. This is because it respects the job seeker’s right to privacy and self-determination, while also addressing the employer’s concerns about the job performance and productivity. It also helps to focus on the job seeker’s abilities and skills, rather than the disability label or symptoms. By reframing the question, the employment support professional can also educate the employer on the benefits of hiring people with disabilities, such as diversity, loyalty, and innovation. Furthermore, it can also open up a dialogue about the available resources and supports for both the employer and the employee, such as tax credits, assistive technology, or job coaching. References:

APSE CESP Practice Exam, Question 2

APSE CESP Exam Content Outline, Domain 3, Task 3.4

APSE CESP Code of Conduct, Principle 1, Section 1.2

APSE CESP Handbook, Page 13, Section 4.2.2

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