CESP Exam Dumps - Certified Employment Support Professional (CESP)

 Transition planning is a process to help students with disabilities and their families think about their life after high school and prepare for it12. The purpose is to help students develop the skills and connections they need to achieve their post-secondary goals, such as education, employment, and independent living34. Transition planning should start as early as possible, preferably before the student enters high school, to allow enough time for the student to explore their interests, strengths, and needs, and to identify and access the appropriate services and supports56. Starting transition planningtoo late may limit the student’s options and opportunities for a successful transition to adulthood6. References:

• Wisconsin Department of Public Instruction
• Understood
• Disability Rights Ohio
• Guide to Transition Planning for Students with Disabilities
• Edutopia
• Transition Planning for Students with Disabilities

 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

According to the CESP handbook, one of the core competencies of an employment support professional is to facilitate natural supports in the workplace1. Natural supports are the relationships and assistance that occur among co-workers and supervisors in a typical work environment2. They can help the employee with ADHD to integrate into the work culture, learn new skills, and receive feedback and encouragement3. Working with the employee at all times to keep him on task is the least important structured activity because it may undermine his autonomy, self-confidence, and motivation. It may also create a dependency on the employment support professional and prevent the development of natural supports. A better approach would be to help the employee find strategies to cope with his ADHD symptoms, such as minimizing distractions, breaking down tasks, using reminders, and taking breaks4. Movinghim to a less busy time of the day, developing a routine of tasks, and having the co-workers be his natural supports are all more important structured activities than working with him at all times. References: 1: CESP Candidate Handbook, page 5 2: CESP Candidate Handbook, page 18 3: Natural Supports in the Workplace 4: ADHD in the Workplace

The best answer is A, because it reflects the individualized employment and career planning domain of the CESP certification. Setting up a job shadowing opportunity for the job seeker at a local veterinary office would help her explore her interests, goals, and aspirations in working with animals, as well as assess her skills, talents, and learning style. It would also provide a community-based work assessment that is relevant to herdesired career path, and help her build connections and relationships with potential employers and mentors12.

Answer B is not correct, because it contradicts the core values and principles of the CESP certification, such as promoting full inclusion in the general workforce, providing community-based services outside institutional, group, and pre-vocational settings, and respecting the right to work and earn wages commensurate with others in similar positions13. Enrolling the job seeker in a sheltered workshop that has a contract with a local pet store would segregate her from the general workforce, limit her opportunities for career advancement and economic self-sufficiency, and potentially exploit her labor and skills.

Answer C is not correct, because it does not demonstrate a rapid engagement of the job seeker in the employment process, nor does it provide a sufficient level of support and guidance for her to find a suitable and satisfying job. Helping her apply online for animal-related jobs would not necessarily match her strengths, interests, needs, and conditions for employment, nor would it help her develop the necessary skills and competencies for working with animals. It would also rely on a passive and impersonal job search method that may not yield positive results or feedback14.

Answer D is not correct, because it does not reflect a good job development practice, nor does it take into account the job seeker’s preferences and readiness for employment. Setting up a job interview for her at a local pet store would not ensure that the job is aligned with her career goals, nor would it help her prepare for the interview process. It would also bypass the important steps of gathering and analyzing labor market information, identifying patterns in job markets, and maintaining updated information on businesses, type of jobs available, and locations of jobs within the community15. References: https://cesp.helpscoutdocs.com/article/637-cesp-examination-content-outline

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

The best option to address this issue is to collect data on how many forms the worker enters per hour to establish a baseline comparison of her performance to the job site’s production standard. This will help you to identify the gap between the worker’s current and expected productivity, and to monitor her progress over time. It will also provide objective evidence to support any requests for accommodations or modifications that may be needed to help the worker succeed in her job. The other options are not recommended, as they may have negative consequences for the worker, the employer, or yourself. Continuing the training program as designed may not be effective or sufficient to address the worker’s difficulties, and may lead to frustration or failure. Asking the employer for an accommodation and negotiating a lower production rate for the worker may not be feasible or fair, and may stigmatize the worker or lower her self-esteem. Assuring the employer that you will get the work done by completing some of the data entry yourself is unethical and unprofessional, as it violates the principles of informed choice, empowerment, and independence for the worker, and may create dependency or resentment. References: Employment after Traumatic Brain Injury, Job Accommodations for People with Brain Injuries, Best Practices for Communicating Through an Interpreter

 People First Language is a way of communicating respectfully and appropriately with and about people with disabilities. It puts the person before the diagnosis, describing what condition a person “has” rather than asserting what a person “is”. It avoids using labels or adjectives that define or dehumanize someone based on their disability. Forexample, instead of saying “a diabetic”, we can say “a person with diabetes”. This way, we emphasize the person’s individuality, personhood, and dignity, not their disability.

In the given options, only D. He is a person with autism follows the People First Language. It refers to the person first, and then to the condition that he has. The other options use offensive, insensitive, or outdated terms that imply negative stereotypes or limitations. For example, A. He is disabled suggests that the person is defined by his disability, and does not acknowledge his abilities or potential. B. She is brain damaged is a derogatory and inaccurate term that does not respect the person’s cognitive or intellectual abilities. C. She is confined to a wheelchair implies that the person is trapped or restricted by their mobility device, rather than empowered or assisted by it. References: 

https://www.cdc.gov/ncbddd/disabilityandhealth/materials/factsheets/fs-communicating-with-people.html

https://www.nih.gov/about-nih/what-we-do/science-health-public-trust/perspectives/writing-respectfully-person-first-identity-first-language

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

 The LEAST appropriate way to proceed is to coach her how to quit the job in a professional manner. This would imply that she is not capable of working in that environment and that there are no other options to help her succeed. It would also undermine her self-confidence and career goals. A better approach would be to explore the possible accommodations and supports that could make her job more manageable and enjoyable. You could also visit her office and identify how she can create more order in her workload, such as prioritizing tasks, using a planner, or delegating responsibilities. You could also talk to her support team about ways to cope with her anxiety, such as relaxation techniques, counseling, or medication. References:

• CESP Candidate Handbook, page 13, Domain 4: Workplace and Related Supports, Task 4.1: Identify and implement accommodations and supports to meet the needs of the individual and employer, Knowledge of 4.1.1: Types of accommodations and supports
• CESP Practice Exam, question 2, answer C: The job seeker’s strengths, interests, needs and conditions for employment.