Practice on 2024 LATEST CESP Exam Updated 135 Questions
Download Latest CESP Dumps with Authentic Real Exam QA's
NEW QUESTION # 37
You have heard people in your community referring to people with psychiatric disabilities as "schizophrenics" and "borderlines". What do these terms indicate about an individual's capability for employment?
- A. Psychiatric labels are not good predictors of employment type, level, or capacity.
- B. These diagnoses describe what people cannot do. such as interact well with people, or take instruction from a supervisor.
- C. These diagnoses can help with understanding a person's strengths and limitations, which are relevant to placing a person in employment.
- D. These terms describe the kinds of behaviors people will have, which relates to what they will be like as workers.
Answer: A
Explanation:
Psychiatric labels, such as "schizophrenics" and "borderlines", are stigmatizing and inaccurate ways of referring to people with psychiatric disabilities. These terms do not reflect the diversity and complexity of each individual's experience, strengths, and needs. They also do not indicate anything about an individual's capability for employment, as people with psychiatric disabilities can work successfully in a variety ofsettings and roles, with or without reasonable accommodations. Psychiatric labels are not good predictors of employment type, level, or capacity, as these factors depend on many other variables, such as education, skills, interests, motivation, support, and opportunities. Therefore, the correct answer is B. References:
Accommodations for Employees with Mental Health Conditions
Depression, PTSD, & Other Mental Health Conditions in the Workplace: Your Legal Rights Mental Health Conditions in the Workplace and the ADA
NEW QUESTION # 38
An employer is worried that the other employees will not have the right attitudes about a co-worker with disabilities. Of the following, what is the BEST response the employment support professional can offer to relieve this concern?
- A. "We do such a great job of training the people we support that their co-workers hardly notice them."
- B. "I have lists of many happy employers I can share with you."
- C. "I have never heard that concern; it is not likely to be a problem."
- D. "I can help the employee's co-workers if there are any problems."
Answer: D
NEW QUESTION # 39
The Fair Labor Standards Act (FLSA) prescribes standards for:
- A. wages and overtime pay
- B. reasonable accommodations
- C. benefits advisement
- D. maternity leave
Answer: A
NEW QUESTION # 40
You are job training with an individual who has a cognitive disability and has just started working. Which of the following training techniques is LEAST likely to be helpful?
- A. Providing specific verbal instructions
- B. Providing gestures without verbal instructions
- C. Modeling demonstration, giving cues of task steps
- D. Completing the job tasks if the individual gets frustrated
Answer: D
Explanation:
Completing the job tasks for the individual is not a helpful training technique, because it does not promote the individual's learning, independence, or self-confidence. It may also reinforce the individual's frustration and dependence on others. Instead, a better approach would be to provide positive reinforcement, break down the task into smaller steps, use prompts and cues, and offer feedback and support12. References: 1: CESP - Association of People Supporting Employment First 2: Computer-Assisted Cognitive Re-Training as An Intervention for Children ...
NEW QUESTION # 41
A benefits analysis should include a description of:
- A. the Work Opportunity Tax Credit
- B. the benefits offered by an employer
- C. all public benefits received by the job seeker.
- D. the Earned Income Tax Credit (EITC)
Answer: C
NEW QUESTION # 42
An employment support professional is representing a job-seeker to a potential employer. The employer says,
"This girl seems pretty disabled. Are you sure she can do the job?" Which of the following is the BEST initial response?
- A. "I understand. Our job matching' process is designed to connect candidates who can do the job."
- B. "Oh. I'm sure she can do the job. Otherwise, I wouldn't be here, "ve known her for years."
- C. "There may be tasks she cannot do, so now seems like a good time to talk about accommodations."
- D. "I agree with you. We will look for a job elsewhere."
Answer: A
Explanation:
The best initial response is to acknowledge the employer's concern and explain how the job matching process ensures that the candidate has the skills and abilities to perform the job. This response demonstrates respect for the employer and confidence in the candidate, as well as the professionalism of the employment support professional. It also opens the door for further discussion about the candidate's strengths and potential contributions to the employer's business. The other responses are either too defensive, too dismissive, or too passive, and do not address the employer's question effectively. References:
APSE CESP Practice Exam, Question 1
APSE CESP Certification Handbook, page 14, Domain 3, Task 3.1
APSE CESP Study Guide, page 23, Section 3.1.1
NEW QUESTION # 43
You are a job developer for a 38-year-old female who has a cognitive disability. You are creating a vocational profile to assist with her job search. Which of the following is the LEAST appropriate piece of information to include?
- A. Her parent's desire for her to work in a warehouse
- B. The conditions that are needed for her to be successful
- C. Her reading ability
- D. Her preferences for work environment
Answer: A
NEW QUESTION # 44
Which of the following strategies is NOT recommended by the School-to-Work Opportunities Act?
- A. Pull integration of youth with disabilities into the school-to-work system, rather than separate, set-aside programs
- B. 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
- C. Continuous communication between members of the Individualized Education Program (IEP) and the transition planning team
- D. Clearly defined roles and responsibilities of the members of the Individualized Education Program (IEP) and the transition planning team
Answer: B
NEW QUESTION # 45
Which of the following is the national movement centered on the concept that all citizens, including those with significant disabilities, are capable of integrated employment?
- A. Access to Work
- B. Project Search
- C. Affirmative Action
- D. Employment First
Answer: D
Explanation:
Employment First is a national systems-change framework centered on the premise that all individuals, including those individuals with the most significant disabilities, are capable of full participation in Competitive Integrated Employment (CIE) and community life1. Under this approach, publicly-financed systems are urged to align policies, regulatory guidance, andreimbursement structures to commit to CIE as the priority option with respect to the use of publicly-financed day and employment services for youth and adults with significant disabilities1. Many states have formally committed to the Employment First framework through official executive proclamation or formal legislative action1. Employment First is also one of the core values and principles of APSE, the Association of People Supporting Employment First2. References: 1:
Employment First | U.S. Department of Labor 2: About APSE - APSE
NEW QUESTION # 46
Motivational interviewing is designed to help an individual with all the following EXCEPT:
- A. planning for and beginning the process of change
- B. deferring to the vocational rehabilitation counselor for decision making
- C. eliciting and strengthening change talk
- D. examining the individual's ambivalence to change
Answer: B
Explanation:
Motivational interviewing is a collaborative, goal-oriented method of communication that aims to enhance the individual's intrinsic motivation to change1. It is based on four principles: expressing empathy, developing discrepancy, rolling with resistance, and supporting self-efficacy2. Motivational interviewing does not involve deferring to the vocational rehabilitation counselor for decision making, as this would undermine the individual's autonomy and self-determination. Rather, motivational interviewing respects the individual's perspective and preferences, and helps them explore and resolve their own ambivalence to change3.
References:
Motivational Interviewing: Helping People Change, Chapter 1
Motivational Interviewing in Employment Services, page 4
APSE CESP Study Guide, page 18, Section 2.2.1
NEW QUESTION # 47
The BEST way to determine the supports an individual needs on the job is to:
- A. ask the individual
- B. observe the individual then make your own determination
- C. read prior assessment reports on the individual
- D. meet with the employer to discuss it
Answer: A
NEW QUESTION # 48
An employment support professional is representing a job-seeker to a potential employer. The employer says, "This girl seems pretty disabled. Are you sure she can do the job?" Which of the following is the BEST initial response?
- A. "I understand. Our job matching' process is designed to connect candidates who can do the job."
- B. "Oh. I'm sure she can do the job. Otherwise, I wouldn't be here, "ve known her for years."
- C. "There may be tasks she cannot do, so now seems like a good time to talk about accommodations."
- D. "I agree with you. We will look for a job elsewhere."
Answer: A
NEW QUESTION # 49
To be protected by the American with Disabilities Act (ADA), one must:
- A. have a disability that impacts a major life area.
- B. apply for ADA benefits.
- C. receive Social Security.
- D. work with an employment support professional.
Answer: A
NEW QUESTION # 50
You are meeting with an employer to locate job openings that may be desirable for some of the job-seekers whom you are assisting. He indicates having heard great things about your organization but says that he cannot afford to hire people with special needs at this time. The BEST way to proceed is to:
- A. tell him that it is illegal to discriminate on the basis of a disability
- B. discuss the skills and strengths that the job-seekers you represent can offer to his company
- C. avoid wasting time with this employer because he is resistant to hiring individuals with a disability
- D. tell him how eager the job-seekers you represent are to work, and how much it would mean for many of them to have a job
Answer: B
Explanation:
The BEST way to proceed is to discuss the skills and strengths that the job-seekers you represent can offer to his company. This would help the employer to see the value and potential of hiring people with disabilities, and how they can contribute to his business goals and needs. It would also demonstrate your professionalism and respect for the employer, and create a positive impression of your organization. The other options are not as effective or appropriate because:
A. Telling him how eager the job-seekers you represent are to work, and how much it would mean for many of them to have a job, would not address the employer's concern about the cost of hiring people with special needs. It would also imply that the job-seekers are desperate or needy, and not qualified or competent for the job.
B. Telling him that it is illegal to discriminate on the basis of a disability would not persuade the employer to hire people with disabilities, but rather make him defensive or hostile. It would also damage the relationship and trust between you and the employer, and possibly harm the reputation of your organization.
D. Avoiding wasting time with this employer because he is resistant to hiring individuals with a disability would miss an opportunity to educate and inform the employer about the benefits and advantages of hiring people with disabilities. It would also limit the options and choices for the job-seekers you represent, and prevent them from accessing potential employment opportunities. References:
CESP Candidate Handbook, page 12, Domain 3: Community Research and Job Development, Task 3.2:
Develop and maintain relationships with employers, Knowledge of 3.2.1: Effective marketing strategies and techniques CESP- ASPE Flashcards, card 68, Marketing, Definition: The process of identifying and communicating the benefits of hiring individuals with disabilities to potential employers.
NEW QUESTION # 51
Which of the following services are provided by local Work Incentives Planning and Assistance offices?
- A. Tutoring
- B. Transportation
- C. Benefits analysis
- D. Tax preparation
Answer: C
NEW QUESTION # 52
You are developing work experience with a 25-year-old male with attention deficit disorder. The only place where he wants to work is at the local go-kart track. He has trouble maintaining the fast pace of the job due to his inability to stay focused. Which of the following is the LEAST important structured activity to keep him on task?
- A. Develop a routine of tasks to keep him on pace with the job.
- B. Move him to a less busy time of the day to work.
- C. Have the co-workers be his natural supports to remind him to stay on pace with the job.
- D. Work with him at all times to keep him on task.
Answer: D
NEW QUESTION # 53
Which of the following is a funding source for employment support services?
- A. American with Disabilities Act (ADA)
- B. Ticket to Work (OTW)
- C. Earned Income Tax Credit (EITC)
- D. Work Opportunity Tax Credit (WOTC)
Answer: B
NEW QUESTION # 54
Which of the following strategies is NOT recommended by the School-to-Work Opportunities Act?
- A. Pull integration of youth with disabilities into the school-to-work system, rather than separate, set-aside programs
- B. 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
- C. Continuous communication between members of the Individualized Education Program (IEP) and the transition planning team
- D. Clearly defined roles and responsibilities of the members of the Individualized Education Program (IEP) and the transition planning team
Answer: B
Explanation:
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
NEW QUESTION # 55
You are the employment support professional who is writing a task analysis for a very detailed position.
Which of the following steps would be LEAST important in creating the task analysis?
- A. Read the job description.
- B. Observe the co-worker performing the job.
- C. Perform the job duties yourself.
- D. Observe the individual performing the job.
Answer: C
Explanation:
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
NEW QUESTION # 56
Which of the following is NOT an example of a reasonable accommodation?
- A. A headset to enable hands-free access to the phone system
- B. An application in larger print
- C. Orientation training for new employees
- D. A wheelchair ramp
Answer: C
NEW QUESTION # 57
You receive a referral for supported employment services for an individual whom your program worked with in the past. When previously served, this individual was minimally engaged and had difficulty with follow through. Which of the following is the MOST appropriate way to proceed with this individual?
- A. Refer him to a prevocational program to assess his readiness for services.
- B. Refer him to another program or provider with whom he does not have a history.
- C. Set up several conditions that he must meet to prove that he will follow through this time.
- D. Meet with him to discuss his employment interests, and engage him in the job development process.
Answer: D
NEW QUESTION # 58
......
Authentic CESP Exam Dumps PDF - May-2024 Updated: https://www.free4dump.com/CESP-braindumps-torrent.html
CESP Dumps Special Discount for limited time Try FOR FREE: https://drive.google.com/open?id=10enyqXr-XK05ZvBuniB0tqVPhwTq5I9t