[2024年06月07日] 365日無料更新CESP知能問題集をゲット [Q52-Q74]

[2024年06月07日] 365日無料更新CESP知能問題集をゲット

ベスト品質のAPSE CESP試験問題

質問 # 52
While attending a local Chamber of Commerce event, an employment support professional finds out about an upcoming job fair and plans to bring a job-seeker. This activity is an example of:

A. community integration
B. networking
C. peer group
D. discovery

正解：B

解説：
Networking is the process of establishing and maintaining relationships with people who can provide information, leads, or referrals for potential employment opportunities1. An employment support professional can use networking as a strategy to identify and access the hidden job market, which consists of jobs that are not advertised or posted publicly2. By attending a local Chamber of Commerce event, an employment support professional can meet and interact with local business owners, employers, and other professionals who may have information about current or future job openings, or who may be interested in hiring a job-seeker that the professional supports. This activity is an example of networking, as it involves building connections and exchanging information with potential sources of employment3. References: 1: Developing peer support in the community: a toolkit - Mind 2: TIES Peer Engagement Practice Guides - Institute on Community Integration 3: Understanding and Configuring MSDP - Cisco Community

質問 # 53
When contacting with employers to begin job development, it is BEST to:

A. call the employer and describe your services
B. conduct a cold call or appear unannounced
C. have as little contact as possible
D. ask for the best time for the employer to meet with you

正解：D

解説：
When contacting employers to begin job development, it is best to ask for the best time for the employer to meet with you. This shows respect for the employer's time and schedule, and also allows you to establish rapport and interest. Asking for the best time also gives you an opportunity to follow up and confirm the meeting, and to prepare for the meeting by researching the employer and their needs12. The other options (A, C, and D) are not effective ways to contact employers, as they may be perceived as intrusive, unprofessional, or disinterested. References: 1: Informational Interviewing - Association of People Supporting Employment First 2: CESP study guide Flashcards | Quizlet

質問 # 54
When negotiating a possible job for a client, which of the following would be the MOST useful?

A. Show all the tax breaks that the business would get from hiring the job seeker.
B. Explain why hiring a person with a disability is the right thing to do.
C. Promise to have a support staff with the person as long as the employer wants.
D. Present the job seeker in a manner that establishes the value they would bring to the organization.

正解：D

質問 # 55
Which of the following statements is NOT consistent with the core values of customized employment?

A. The individual is hired and paid directly by the employer.
B. The individual can earn sub-minimum wages if this is part of the negotiated job description process.
C. The individual has a personalized job description and/or employer expectations that were created during the negotiation process.
D. The individual is the primary source of information and decides the direction to explore the job market.

正解：B

解説：
Customized employment is a process that involves individualizing the relationship between the employee and the employer to meet the needs and preferences of both1. One of the core valuesof customized employment is that the individual has the right to choose the type, amount, and frequency of employment support services they receive1. Another core value is that the individual has the opportunity to earn competitive wages and benefits that are commensurate with their skills and abilities1. Therefore, the statement that the individual can earn sub-minimum wages if this is part of the negotiated job description process is not consistent with the core values of customized employment, as it violates the individual's right to fair compensation and economic self-sufficiency1. The other statements are consistent with the core values of customized employment, as they reflect the individual's autonomy, self-determination, and inclusion in the workforce1. References: 1:
Customized Employment | U.S. Department of Labor

質問 # 56
Which of the following is the MOST appropriate response to a family's concern about their family member working in the community and maintaining a job?

A. "We can find a good fit for him with the right accommodations."
B. "We can find a job where he works alone."
C. "We can set him up in enclave employment."
D. "We can try a workshop first if it will make you feel better."

正解：A

解説：
This answer reflects the core values and principles of employment support professionals, who believe that all people have the right to work in the general workforce and earn competitive wages. Employment support professionals also respect the self-determination and empowerment of job seekers, and provide individualized services that match their interests, goals, and abilities. The other answers are not appropriate because they suggest limiting the job seeker's options, segregating them from the community, or lowering their expectations. References:
Domain 1 Application of Core Values and Principles to Practice1234
Domain 2 Individualized Employment and Career Planning1234

質問 # 57
Which of the following expectations is reasonable to ask from an individual's residential staff in support of the individual's employment?

A. supporting the individual in maintaining a clean work uniform
B. calling the employer to discuss issues the employee is having at work
C. ensuring the individual is making friends at work
D. reviewing skills learned at work and practicing tasks that might be difficult to perform

正解：A

解説：
According to the CESP handbook, one of the roles of the employment support professional (ESP) is to collaborate with other service providers, such as residential staff, to ensure the individual's employment success1. This includes coordinating and communicating with the residential staff about the individual's employment goals, needs, and preferences1. However, the ESP should respect the boundaries and roles of the residential staff and avoid imposing unreasonable expectations on them1. Therefore, the only reasonable expectation to ask from the residential staff in support of the individual's employment is to support the individual in maintaining a clean work uniform, as this is a basic hygiene and appearance requirement that can affect the individual's performance and acceptance at work1. The other options are not reasonable because they are either beyond the scope of the residential staff's responsibility or interfere with the ESP's role. For example, ensuring the individual is making friends at work is not a direct support service that the residential staff can provide, and it may also infringe on the individual's privacy and autonomy1. Calling the employer to discuss issues the employee is having at work is not appropriate for the residential staff, as this may confuse the employer and undermine the ESP's relationship with the employer and the individual1. Reviewing skills learned at work and practicing tasks that might be difficult to perform is the primary responsibility of the ESP, who has the expertise and training to provide effective job coaching and skill development1. The residential staff should not interfere with the ESP's instruction or assessment of the individual's work skills1. References: 1: Certified Employment Support ProfessionalTM [EMPLOYMENT SUPPORT PROFESSIONAL CERTIFICATION COUNCIL] Certified Employment Support ProfessionalTM 2018
\nCertification Handbook \nLast Updated 11/2/18 \nEmployment Support Professional Certification Council Kari Tietjen, CESPTM Director [email protected] June 20, 2018 The Certified Employment Support Professional (CESP) Credential The Certified Employment Support Professional (CESP) credential recognizes individuals who have demonstrated a sufficient level of of knowledge and skill to provide integrated employment support services to a variety of client populations. The CESP credential is intended to help employers, employees and potential employees by increasing the visibility of - and access to - competent individuals in the profession.
Individuals who earn the CESP credential have demonstrated knowledge of the facilitation and advocacy skills necessary to help establish and expand equitable employment opportunities for individuals with disabilities.
CESPs also raise awareness of benefits within the business community, and promote social change that fosters an independent, productive lifestyle for individuals with disabilities. About ESPCC The EmploymentSupport Professional Certification Council (ESPCC) was established in 2011 by the APSE Board of Directors to establish and implement policies and procedures for the CESP certification program and to oversee the development the CESP examination. The ESPCC is responsible for developing and overseeing all aspects of the certification program. What is Certification ESPCC developed the Certified Employment Support Professional (CESP) program to set a standard of knowledge and distinguish employment support professionals who have shown they have the skill and competence to perform the requirements of the job.
Professional certification is different than a training or educational program. Training programs offer a certificate of attendance when an individual completes the coursework, but they do not give a credential.
ESPCC used a nationally recognized process to define the roles and responsibilities of the employment support professional and awards a credential after the individual passes an exam to demonstrate their competence.
Meet Eligibility Requirements Submit Application Prepare for the Exam Meet Professional Development Requirements Display your CESP Credential Pass the Exam Potential Job Roles, Practice Settings of Typical Candidates/Certificants The ESPCC developed the CESPTM for employment support professionals (ESPs) who provide employment services to individuals with significant disabilities by assisting individuals to obtain and maintain competitive employment in integrated community workplaces. The CESP credential is designed for job coaches, job developers, transition employment specialists, job placement personnel, and employment specialists/consultants who serve a wide variety of target audiences including individuals with intellectual/developmental disabilities, mental health diagnoses, sensory impairments, physical disabilities, traumatic brain injury and autism spectrum disorders.

質問 # 58
You are doing job site training with a woman who has a traumatic brain injury. This is her first week on the job, and she is having difficulty keeping up with the production standard. She is entering database information and must complete a specific number of forms in a 1-hour period. What should you do to address this issue?

A. Ask the employer for an accommodation and negotiate a lower production rate for the worker.
B. Collect data on how many forms she enters per hour to establish a baseline comparison of her performance to the job site's production standard.
C. Assure the employer that you will get the work done by completing some of the data entry yourself until she learns the job and her production increases.
D. Continue your training program as designed, since this is only the first week of training.

正解：B

質問 # 59
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. Have the co-workers be his natural supports to remind him to stay on pace with the job.
B. Work with him at all times to keep him on task.
C. Develop a routine of tasks to keep him on pace with the job.
D. Move him to a less busy time of the day to work.

正解：B

解説：
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

質問 # 60
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. "Oh. I'm sure she can do the job. Otherwise, I wouldn't be here, "ve known her for years."
B. "I agree with you. We will look for a job elsewhere."
C. "I understand. Our job matching' process is designed to connect candidates who can do the job."
D. "There may be tasks she cannot do, so now seems like a good time to talk about accommodations."

正解：C

解説：
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

質問 # 61
Which of the following is an example of a universal design principle?

A. A man with a cognitive disability uses a picture prompt list to remember his job tasks.
B. A man with quadriplegia uses a head pointer to work on his computer.
C. An employee at a large retail store pushes carts in the parking lot.
D. A woman pushing a baby stroller uses the concrete sidewalk ramp on her walk.

正解：D

質問 # 62
You are explaining the assessment process at your workplace to a new job coach. Which of the following statements MOST accurately reflects best practice in assisting a person to find a job of choice?

A. Our agency begins the job development process simultaneously with individualized assessment.
B. Our agency has a very good picture assessment for determining job preferences using these flash cards and asking your job-seekers to point to the jobs they might like.
C. The job-seeker's formal records should be read first, since they will include a great deal of relevant information that you must know prior to meeting the individual.
D. Our agency uses a "discovery" process that includes situational assessments based on the individual's identified interests.

正解：D

解説：
The best practice in assisting a person to find a job of choice is to use a "discovery" process that includes situational assessments based on the individual's identified interests. This is because this process allows the job coach to learn about the person's strengths, preferences, skills, and support needs in various settings and situations, rather than relying on formal records or standardized tests that may not capture the person's true potential or motivation1. The discovery process also involves the person and their family, friends, and other natural supports in identifying their employment goals and developing a career plan2.
References:
1: Discovery: A Guide for Employment Support Professionals1
2: The Discovery Process: An Introduction2

質問 # 63
Which of the following strategies is NOT recommended by the School-to-Work Opportunities Act?

A. Clearly defined roles and responsibilities of the members of the Individualized Education Program (IEP) and the transition planning team
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. Pull integration of youth with disabilities into the school-to-work system, rather than separate, set-aside programs

正解：B

質問 # 64
During prep for an upcoming interview, the employment support professional notes the individual has a lack of basic knowledge about the company. How should the employment support professional BEST support this person?

A. The employment support professional offers to answer any company-specific questions during the interview.
B. The employment support professional calls the Human Resource Department for more information.
C. The employment support professional assists the person in reviewing the company's web page.
D. The employment support professional schedules a visit to the company headquarters.

正解：C

質問 # 65
A benefits analysis should include a description of:

A. the Earned Income Tax Credit (EITC)
B. the benefits offered by an employer
C. all public benefits received by the job seeker.
D. the Work Opportunity Tax Credit

正解：C

解説：
A benefits analysis is a service that helps an individual understand how their income from work may affect their public benefits, such as Social Security, Medicaid, Medicare, food stamps, housing subsidies, etc. A benefits analysis should include a description of all the public benefits that the individual receives, how they are calculated, what are the eligibility criteria, what are the work incentives or special rules that allow the individual to keep some or all of their benefits while working, and what are the reporting requirements and potential consequences of non-compliance. A benefits analysis should also provide the individual with information on how to access benefits counseling and planning services, and how to make informed choices about their employment goals and options. A benefits analysis should not include information on tax credits or employer benefits, as these are not public benefits and are not affected by the individual's income from work. References: CESP Examination Content Outline, Benefits of Certification

質問 # 66
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. These diagnoses can help with understanding a person's strengths and limitations, which are relevant to placing a person in employment.
B. These diagnoses describe what people cannot do. such as interact well with people, or take instruction from a supervisor.
C. Psychiatric labels are not good predictors of employment type, level, or capacity.
D. These terms describe the kinds of behaviors people will have, which relates to what they will be like as workers.

正解：C

質問 # 67
You helped develop a job opportunity for an individual who receives Social Security Disability Insurance (SSDI). The individual notified the Social Security office when the job started. He successfully finished his
6-month probationary period and was offered a raise. You helped him get a benefits analysis when the job started, but you are concerned about how the raise may affect his benefits. The BEST approach would be to:

A. do nothing, because the Social Security office will learn about the raise when he files his taxes
B. ask the employer not to give him the raise
C. arrange for another benefits analysis to inform the individual how the raise will affect his benefits
D. remind the individual to inform the Social Security office about the raise

正解：C

解説：
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.

質問 # 68
Which of the following strategies is NOT recommended by the School-to-Work Opportunities Act?

A. Clearly defined roles and responsibilities of the members of the Individualized Education Program (IEP) and the transition planning team
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. Pull integration of youth with disabilities into the school-to-work system, rather than separate, set-aside programs

正解：B

解説：
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

質問 # 69
What is the BEST time for an employment support professional to conduct a job analysis?

A. when the individual applies for work
B. after the individual starts work
C. once the individual has accepted a position
D. on the day of the interview

正解：C

質問 # 70
What is the PRIMARY role of the employment support professional?

A. Ensure the employee takes their scheduled breaks.
B. Ensure the employee remains on task.
C. Provide integrated employment services.
D. Provide supervision to the employee.

正解：C

質問 # 71
While communicating through an ASL interpreter with a job seeker who is Deaf and uses sign language as their primary mode of communication, it is MOST appropriate to:

A. direct your attention to the job seeker.
B. shift eye contact frequently between the interpreter and job seeker.
C. speak directly to the interpreter.
D. write notes to the job seeker.

正解：A

解説：
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

質問 # 72
You are assisting a young man who has cerebral palsy and a mild cognitive disability. Based on his community work experiences at an office where he assembled binders and did data entry, you learn that he will need a customized position that ism tailored to his abilities. Which of the following statements would be LEAST appropriate in negotiating a position with a potential employer?

A. "Do you have data entry tasks at your business that you are paying workers overtime to complete?"
B. "I represent a recent high school graduate who has work experience in an office setting doing data entry. Can I schedule a time to discuss possible job openings in your business?"
C. "Do you have basic office work such as copying, assembling binders, or data entry where your current employees are having difficulty keeping up the production?"
D. "I represent a young man with cerebral palsy who is an excellent worker and has experience with data entry. Would you be interested in creating a position for him in your company?"

正解：D

質問 # 73
You are working with a 41 -year-old male with a cognitive disability who is employed in a warehouse. One of his tasks involves moving product from one part of the warehouse to another. The warehouse is busy, and his supervisor prefers that he and other employees use a specific path to complete this task. Which of the following would be the BEST visual aid considering universal design principles?