Pass the APSE Employment Support Professional CESP Questions and answers with CertsForce

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

APSE CESP Practice Exam, Question 3

APSE CESP Exam Content Outline, Domain 2, Task 2.2

APSE CESP Code of Conduct, Principle 1, Section 1.3

APSE CESP Handbook, Page 12, Section 4.1.3

According to the CESP Candidate Handbook1, one of the core competencies of Domain 1 (Application of Core Values and Principles to Practice) is to “provide information and support to individuals and theirfamilies regarding the impact of employment on benefits”. This involves educating the individual and their family about the various work incentives and programs that can help them retain some or all of their disability benefits while working, such as the earned income exclusion, the student earned income exclusion, the Plan to Achieve Self-Support, the Ticket to Work program, and others. Providing informational literature on disability benefits and work incentives and offering to refer the individual to have a benefits analysis is the best way to dispel the myths about losing SSI due to earned wages, as it will help the individual understand their rights and options, and make informed decisions about their employment goals. Suggesting that the individual can appeal the decision of the Social Security Administration, call them for more information, or hide their work activity are not effective or ethical ways to address the individual’s concerns, as they do not provide accurate or comprehensive information, and may create more confusion or fear for the individual. References: 1: CESP Candidate Handbook, page 4.

The most appropriate response is to focus on the individual’s strengths, talents, and capabilities to complete the job tasks. This way, you can highlight the positive aspects of the individual and how they can contribute to the employer’s goals. You can also address any concerns or misconceptions the employer may have about the disability and how it affects the individual’s work performance. By doing so, you can demonstrate respect for the individual’s privacy and dignity, as well as promote the principles of inclusion and diversity in the workplace.

The other options are not appropriate because they either violate the individual’s rights, damage the relationship with the employer, or miss the opportunity to showcase the individual’s abilities. Option B is not appropriate because it implies that the employer is not willing or able to accommodate the individual’s needs, which may not be true. Option C is not appropriate because it confronts the employer in a hostile and accusatory manner, which may ruin the chances of getting the job or creating a positive impression. Option D is not appropriate because it discloses disability information without the individual’s consent, which may violate the ADA and the individual’s preferences. References:

APSE CESP Practice Exam

ADA Title I: Employment

 it is not a valid strategy for customizing a job for an employee. Customizing a job means creating or modifying a position that matches the skills and interests of the employee with the unmet needs of the employer1. Job duties that remove employees from their areas of expertise, and combine the tasks into one position to save employer money, do not meet this criterion. They may also result in lower quality of work, lower job satisfaction, and lower retention rates2.

Answer A is not correct, because it is a possible way to customize a job for an employee. Job duties not essential to the employer’s needs can be eliminated or reassigned to create a more focused and efficient position that suits the employee’s strengths and preferences1.

Answer C is not correct, because it is also a possible way to customize a job for an employee. Tasks that are not being done or done often enough, and negotiate a job description, can help to fill a gap in the employer’s operations and create a niche for the employee1.

Answer D is not correct, because it is another possible way to customize a job for an employee. Tasks for which the employer is paying overtime that could be combined into a position to save the company money, can help to reduce the employer’s costs and increase the employee’s productivity1. References: 

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

 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

The Work Opportunity Tax Credit (WOTC) is a federal tax credit available to employers for hiring and employing individuals from certain targeted groups who have faced significant barriers to employment1. The WOTC aims to promote workplace diversity and facilitate access to good jobs for American workers1. The WOTC is available for wages paid to certain individuals who begin work on or before December 31, 20252.

Under the WOTC program, participating employers may do all the following:

Hire as many new individuals who qualify for these tax savings as they need3. There is no limit on the number of individuals an employer can hire to qualify for the WOTC.

Make the hiring decisions3. The employer has the sole discretion to decide whom to hire and whether to claim the WOTC for eligible employees.

Complete minimal paperwork to claim the tax credit3. The employer and the job applicant must complete Form 8850, Pre-Screening Notice and Certification Request for the Work Opportunity Credit, and submit it to the State Workforce Agency within 28 days of the new employee’s start date1. The employer must also file Form 5884, Work Opportunity Credit, or Form 5884-C, Work Opportunity Credit for Qualified Tax-Exempt Organizations Hiring Qualified Veterans, to claim the credit1.

However, participating employers may not do the following:

Hire members of their family who are disabled. The WOTC is not available for hiring relatives or dependents of the employer or the employer’s shareholders, partners, or members. This rule applies regardless of whether the relative or dependent belongs to a targeted group or not.

Therefore, the correct answer is A. Hiring members of their family who are disabled is the only option that is not allowed under the WOTC program. References: 1: Work Opportunity Tax Credit 2: Small businesses can benefit from the work opportunity tax credit 3: What is Work Opportunity Tax Credit? Tax Credit : CESP Examination Content Outline, Domain 3, 3J

 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

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

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

2.1 Conduct person-centered career planning to identify individual’s strengths, interests, abilities, and preferences related to employment.

2.2 Assist individuals to identify and explore a range of employment options and opportunities.

2.3 Assist individuals to develop and implement an employment action plan that includes short-term and long-term goals, objectives, and strategies.

2.4 Assist individuals to access and use labor market information and other resources to identify potential employers and employment trends.

2.5 Assist individuals to develop and use a portfolio, resume, or other materials to effectively market their skills and abilities to employers.

2.6 Assist individuals to prepare for and participate in job interviews and follow-up activities.

2.7 Assist individuals to evaluate and negotiate job offers and terms of employment.

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

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

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

4.1 Conduct job analysis to identify the essential functions, skills, and supports needed for successful job performance.

4.2 Provide job training and coaching to facilitate skill acquisition, work performance, and retention.

4.3 Collaborate with the employer, the employee, and other stakeholders to develop and implement natural and ongoing supports.

4.4 Monitor and evaluate the employee’s work performance, satisfaction, and career development.

The best time for an employment support professional to conduct a job analysis is once the individual has accepted a position. This would be consistent with the task 4.1, which requires the employment support professional to identify the essential functions, skills, and supports needed for successful job performance. By conducting a job analysis after the individual has accepted a position, the employment support professional would be able to collect accurate and relevant data on the specific job duties, tasks, activities, and elements, as well as the work environment, tools and equipment, relationships, and requirements. This information would help the employment support professional to provide job training and coaching, collaborate with the employer and the employee, and monitor and evaluate the employee’s work performance, satisfaction, and career development.

The other options are not the best times to conduct a job analysis, because they either occur too early or too late in the employment process. Conducting a job analysis after the individual starts work (option B) is too late, because the employment support professional would miss the opportunity to provide job training and coaching, and to facilitate the employee’s adjustment and integration into the workplace. Conducting a job analysis on the day of the interview (option C) is too early, because the employment support professional would not have enough information or access to the specific job and workplace that the individual is applying for. Conducting a job analysis when the individual applies for work (option D) is also too early, because the employment support professional would not know which position the individual would be offered or accept, and would have to conduct multiple job analyses for different potential jobs.

References: 1: CESP Candidate Handbook, page 10.