APSE CESP - Certified Employment Support Professional (CESP)

 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

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.

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.

A reasonable accommodation is any change to the job, the work environment, or the way things are usually done that allows a person with a disability to perform theessential functions of the job and enjoy equal employment opportunities12. A reasonable accommodation may include modifying an employee’s work schedule, such as allowing flexible hours, part-time work, or telework, as long as it does not create an undue hardship for the employer123. An undue hardship is an action that requires significant difficulty or expense for the employer, considering factors such as the nature and cost of the accommodation, the size and financial resources of the employer, and the impact of the accommodation on the operation of the business2. A reasonable accommodation does not include removing essential job functions, which are thefundamental duties of the position2. A reasonable accommodation also does not include reducing production standards, which are the quantity or quality of work expected of all employees in the same position2. A reasonable accommodation does not include allowing inconsistent job attendance, which may affect the performance of the essential functions or the employer’s ability to conduct business2. References:

Reasonable Accommodations in the Workplace

Enforcement Guidance on Reasonable Accommodation and Undue Hardship under the ADA

Accommodations

 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 best sustainable structured activity for this situation is to coach the material handler to build relationships with co-workers who take lunch and return to work at the same time. This option supports the core values and principles of employment support, such as self-determination, inclusion, and natural supports. By encouraging the material handler to socialize with his co-workers, he can benefit from peer modeling, accountability, and positive reinforcement. He can also feel more connected and valued at his workplace, which can increase his motivation and satisfaction. This option is also sustainable, as it does not rely on external or artificial interventions that may not be available or effective in the long term.

The other options are not as good as option A, for the following reasons:

Option B: Referring to an assistive technology person to inquire if anything can help with time management is not a bad idea, but it may not be the most effective or appropriate solution for this situation. Assistive technology can be helpful for some individuals with disabilities who need specific tools or devices to perform their job tasks, but it may not address the underlying reasons why the material handler is returning late from lunch breaks. Assistive technology can also be costly, inaccessible, or incompatible with the work environment or the individual’s preferences. Therefore, this option is not the best sustainable structured activity for this situation.

Option C: Having a parent, friend, or job coach call him to monitor time spent on lunch is not a good option, as it violates the core values and principles of employment support, such as self-determination, dignity, and respect. This option implies that the material handler is not capable of managing his own time or making his own decisions, and that he needs constant supervision or reminders from others. This option can also create dependency, resentment, or embarrassment for the material handler, and can damage his relationship with his employer or co-workers. Therefore, this option is not a good sustainable structured activity for this situation.

Option D: Instructing the supervisor to remind him when to return to work is also not a good option, as it does not support the core values and principles of employment support, such as empowerment, inclusion, and natural supports. This option places the responsibility andburden on the supervisor, who may not have the time, skills, or interest to do so. This option can also create conflict, tension, or mistrust between the material handler and his supervisor, and can undermine his autonomy and confidence. Therefore, this option is not a good sustainable structured activity for this situation.

References:

APSE CESP Practice Exam

APSE CESP Exam Content Outline

APSE CESP Study Guide

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

The School-to-Work Opportunities Act of 1994 was a federal law that provided states with funds for designing school-to-work systems to better prepare all students for future careers and education1. The act emphasized the integration of youth with disabilities into the school-to-work system, rather than separate, set-aside programs (A), as well as the continuous communication and collaboration between members of the IEP and the transition planning team © and the clear definition of their roles and responsibilities (D)2. The act also required that the school-to-work system be consistent with the principles of self-determination and empowerment of students with disabilities, and that students participate in the planning and decision-makingprocess regarding their transition goals and services2. Therefore, the participation of the student’s family in the absence of the student in the planning and decision-making process, with a focus on the student’s preferences (B), is not recommended by the act, as it contradicts thestudent’s right to self-determination and involvement in their own transition plan. References: 1: The School-to-Work Opportunities Act 2: School-to-Work Opportunities Act of 1994

The most appropriate way to communicate through an ASL interpreter with a job seeker who is Deaf and uses sign language is to direct your attention to the job seeker. This shows respect and inclusion for the job seeker, and allows you to pick up their non-verbal cues. You should also speak in the first person, use your normal language and tone, and pause for the interpreter to interpret. Writing notes, speaking to the interpreter, or shifting eye contact are not recommended, as they can create confusion, distraction, or misunderstanding. References: 10 Tips for Using a Sign Language Interpreter, Best Practices for Using an ASL Interpreter, Etiquette using interpreter, Best Practices for Communicating Through an Interpreter

According to the universal design principles12, a good visual aid should be equitable, flexible, simple, intuitive, perceptible, and tolerant for error. Among the four options, only B meets these criteria. A map on the client’s phone (A) may not be accessible or convenient for all users, especially if they have vision or dexterity impairments, or if they do not have a phone. A printed map in the breakroom © may not be easily visible or available for reference when needed. Written instructions at the main workstation (D) may not be understandable or legible for users with low literacy or language skills. Arrows indicating turns that are taped to the floor (B) are a simple and intuitive way to guide the user along the preferred path, regardless of their abilities or preferences. They are also perceptible in different lighting and noise conditions, and they minimize the risk of errors or accidents. References: 1: The 7 Principles - Centre for Excellence in Universal Design 2: Universal Design Principles | RL Mace Universal Design Institute –