CESP APSE Certified Employment Support Professional (CESP) Free Practice Exam Questions (2025 Updated)

A vocational profile is a tool that helps identify the job seeker’s interests, skills, abilities, preferences, and support needs for employment. A vocational profile should include information that is relevant, accurate, and individualized to the job seeker. The information should be gathered from multiple sources, such as interviews, observations, assessments, and records. The information should also reflect the job seeker’s voice and choice, and respect their right to self-determination and empowerment. Therefore, the LEAST appropriate piece of information to include in a vocational profile is the parent’s desire for the job seeker to work in a warehouse, as this may not align with the job seeker’s own goals, preferences, or abilities. The parent’s desire may also limit the job seeker’s options and opportunities for competitive, integrated employment. The other options are more appropriate to include in a vocational profile, as they provide useful information about the job seeker’s work environment preferences, reading ability, and success conditions. References: CESP Examination Content Outline, Certified Employment Support Professional

 Disability sensitivity training is a form of education that aims to increase awareness and understanding of the needs and experiences of people with disabilities. It can help employers and employees to foster a more inclusive and respectful work environment, where people with disabilities are valued and supported. Disability sensitivity training can also help to prevent discrimination, harassment, and stereotypes that may affect people with disabilities in the workplace. Disability sensitivity training is consistent with the core values and principles of the CESP certification, which include promoting the dignity, rights, and full inclusion of people with disabilities in the workforce1.

The other options are not correct because:

A. special treatment for employee with a disability may imply that the employee is not capable of performing their job or that they are entitled to privileges that other employees do not have. This may create resentment and stigma among coworkers and undermine the employee’s self-esteem and autonomy2.

C. inclusive hiring policy is a good practice, but it is not enough to ensure a diverse workforce. An inclusive hiring policy should be accompanied by other measures, such as disability sensitivity training, reasonable accommodations, mentoring, and career development, to support the retention and advancement of employees with disabilities3.

D. separate lunchroom for employees with disabilities is a form of segregation that violates the principle of integration and inclusion. It may also create a sense of isolation and alienation for employees with disabilities, who may feel excluded from the social and professional networks of their coworkers4. References:

1: CESP Candidate Handbook, page 5

2: Disability Sensitivity Training: What is it and Why is it Important?

3: How to Create an Inclusive Hiring Policy

4: The Importance of Inclusion in the Workplace

The LEAST appropriate response to the female’s concern is B, because it implies that she should not do an assessment unless she knows exactly what she wants to do. This is contrary to the purpose of situational assessments, which are meant to help individuals with disabilities explore their interests, skills, and preferences in different work environments1. Telling her that it is best to have a clear idea of her career goal may discourage her from trying new things and limit her options. The other responses are more supportive and reassuring, as they emphasize the benefits of assessments and acknowledge her feelings. References: 1: CESP Candidate Handbook, page 5. Download here.

The best response the employment support professional (ESP) can offer to relieve the employer’s concern is to assure them that they can provide assistance and guidance to the employee’s co-workers if there are any issues or challenges related to working with a person with disabilities. This response shows that the ESP is committed to supporting the employee’s successful integration and inclusion in the workplace, and that they are willing to address any potential problems that may arise from negative or inaccurate attitudes toward the employee with disabilities. The ESP can also offer to provide information, education, or training to the co-workers to help them understand the employee’s disability, strengths, and needs, and to foster positive and respectful interactions. This response is consistent with the evidence-basedpractices and principles of supported employment, which emphasize the role of the ESP as a facilitator and a resource for both the employee and the employer

 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.

 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.

To ensure that job development is person-centered, the employment support professional should empower the person supported to determine their own interests and strengths. This would be consistent with the task 3.1, which requires the employment support professional to identify employment opportunities that match the job seeker’s employment goals and support needs. By empowering the person supported to determine their own interests and strengths, the employment support professional would help the person to explore and identify their career aspirations, preferences, and potential, and to make informed choices about their employment options.

The other options are not consistent with person-centered job development, because they either disregard or undermine the person supported’s autonomy, voice, and involvement in the job development process. Reviewing previous employment and assessments of the individual (option A) is important, but it is not enough to ensure that job development is person-centered, because it does not necessarily reflect the person’s current interests and strengths, or their desired employment outcomes. Pre-screening what information the individual supported needs to know about an employer (option C) is also important, but it is not sufficient to ensure that job development is person-centered, because it does not involve the person supported in the research and decision-making process, and it may limit their access to relevant information. Finding a job that the employment support professional feels is the best fit for the person supported (option D) is contrary to person-centered job development, because it imposes the employment support professional’s judgment and opinion on the person supported, and it does not respect the person’s right to self-determination and choice.

References: 1: CESP Candidate Handbook, page 10.

 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

The primary role of an employment support professional (ESP) on the job site is to assist the individual with a disability to find and maintain competitive employment in integrated community workplaces1. This involves building capacity within the workplace to provide training and support for the individual, providing one-to-one training and support as well as a fade-out plan, and helping the employee learn about the work culture2. However, guaranteeing that the job gets done is not the responsibility of the ESP, but rather the employer and the employee. The ESP should not take over the employee’s tasks or interfere with the employer’s expectations, but rather facilitate the natural supports and accommodations that enable the employee to perform the job independently and satisfactorily3. References: 1: CESP™ -Association of People Supporting Employment First 2: Supporting Individuals with Significant Disabilities: The Roles of a Job Coach 3: Job Description - Employment Support Worker - Voscur

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.

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

One of the best ways to become more familiar with a job seeker’s daily routine and environment is to spend time with the individual in their natural settings, such as their home, community, or school1. This can help the employment support professional to observe the job seeker’s skills, interests, preferences, and needs, as well as to identify potential barriers and supports for employment2. Reading the Vocational Evaluation Report, checking their school records, or asking their counselor may provide some useful information, but they are not as effective as direct observation and interaction with the job seeker3. References: 1: CESP Content Outline -CESP 2: Certified Employment Support Professional 3: Domain Application of Core Values and Principles to Practice 1

Career planning for high school students involves identifying their skills, interests, and goals, and exploring various career options that match them12. Career planning also involves gaining experience, developing key skills, and creating a plan to pursue advanced education and training to achieve their goals34. Career planning should be based on the student’s own preferences and aspirations, not on external factors or expectations34.

Among the four options, only D is consistent with these principles of career planning, and the best response for working with the student. By exploring what appeals to him about being a lawyer, the employment support professional can help him understand his motivations, values, and interests, and how they relate to his career choice34. This can also help him to decide if he should pursue that goal or other careers that offer similar benefits and working conditions, such as justice, advocacy, problem-solving, or communication53. This way, the student can make an informed and realistic decision about his future, and receive guidance and support to achieve it34.

Option A is not a good response, as it implies that the student’s goal is unreasonable or unrealistic, and that he should settle for a more attainable goal, such as moving up to prep cook in the restaurant. This goes against the principle of empowerment, which states that the student should be encouraged and supported to pursue his own goals, not discouraged or limited by others67. Option A also shows a lack of respect for the student’s preferences and abilities, and may undermine his confidence and motivation67.

Option B is also not a good response, as it implies that the student is unaware or unprepared for the educational requirements for becoming a lawyer, and that he should reconsider his goal based on the length of time it will take. This goes against the principle of choice, which states that the student should be able to choose his own career path, not be influenced by others’ opinions or assumptions67. Option B alsoshows a lack of support for the student’s aspirations and potential, and may discourage him from pursuing his goal67.

Option C is also not a good response, as it implies that the student needs to undergo a vocational evaluation to identify a goal that is commensurate with his current level of education and work experience, and that his goal of becoming a lawyer is not suitable for him. This goes against the principle of individualization, which states that the student should be treated as a unique person, not as a category or a label67. Option C also shows a lack of recognition for the student’s interests and goals, and may divert him from his desired career path67.

References:

6: What Is Supported Employment? | British Association for Supported Employment

7: Certified Employment Support Professional - apse.org

8: Supported Employment Services | DSHS

9: What Is Supported Employment? - Integrity, Inc.

5: Guide to Career Planning for High School Students - Study.com

3: The Ultimate Career Planning Guide for High School Students

1: Career planning for high schoolers : Career Outlook: U.S. Bureau of …

2: Career Planning Checklist: High School - EducationPlanner

4: Setting Your Career Goals: A Guide For High School Students

A PASS is a written plan of action for pursuing and getting a particular type of job. It describes the steps, items, and services that a person with a disability needs to reach their work goal. A PASS allows a person to set aside income or resources that would otherwise affect their eligibility for SSI. The money in the PASS account can be used to pay for expenses related to thework goal, such as education, training, equipment, or business start-up costs123. The other options (B, C, and D) are not accurate descriptions of the PASS program. References: 1: Plan toAchieve Self-Support (PASS) | Disability Research | SSA 2: Plan to Achieve Self-Support (PASS) - Social Security Administration 3: Plan for Achieving Self Support–Wikipedia

The BEST solution to resolve this problem is to request a noise-canceling headset from the employer. This would help the employee to focus on the callers and block out the distracting sounds around her. It would also be a low-cost and reasonable accommodation that the employer could provide. The other options are not as effective or feasible because:

A. Referring her to vocational rehabilitation would not address the immediate issue of noise in the workplace. It would also imply that she needs to change her career or find a different job, which may not be her preference or goal.

B. Referring her to occupational therapy for further evaluations would also not address the immediate issue of noise in the workplace. It would also involve additional costs and time for the employee and the employer, and may not result in any useful recommendations or solutions.

D. Moving her to an office away from her co-workers would not be a low-cost solution, as it would require rearranging the office space and possibly affecting the productivity and morale of other employees. It would also isolate her from her team and reduce her opportunities for social interaction and support. 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- ASPE Flashcards, card 67, Reasonable Accommodation, Definition: Any change or adjustment to a job or work environment that permits a qualified applicant or employee with a disability to participate in the job application process, to perform the essential functions of a job, or to enjoy benefits and privileges of employment equal to those enjoyed by employees without disabilities.

When negotiating a possible job for a client, the most useful strategy is to present the job seeker in a positive and persuasive way that highlights their skills, abilities, and contributions to the organization. This can help to create a favorable impression of the job seeker and demonstrate how they can meet the employer’s needs and goals. By focusing on the value proposition of the job seeker, the negotiator can also avoid the pitfalls of the other options, such as appearing desperate, patronizing, or unrealistic. Option B is not the most useful strategy because showing all the tax breaks that the business would get from hiring the job seeker may not be enough to convince the employer to hire them, especially if they have other concerns or preferences. Moreover, relying too much on tax incentives may undermine the job seeker’s credibility and self-esteem, as it implies that they are not worth hiring for their own merits. Option C is not the most useful strategy because explaining why hiring a person with a disability is the right thing to do may not be relevant or persuasive to the employer, who may have different motivations or values. Furthermore, appealing to moral or ethical arguments may backfire, as it may make the employer feel guilty, defensive, or resentful, which can damage the relationship and trust between the parties. Option D is not the most useful strategy because promising to have a support staff with the person as long as the employer wants may not be feasible or desirable, as it may create dependency, liability, or interference issues. Additionally, promising something that may not be possible or necessary may reduce the negotiator’s credibility and bargaining power, as it may signal a lack of confidence or honesty. References:

Negotiating a Job Offer? Here’s How to Get What You Want.

6 Negotiation Skills All Professionals Can Benefit From

15 Rules for Negotiating a Job Offer

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

A situational assessment is a process of observing and evaluating a person’s skills, interests, and abilities in a real work setting1. The purpose of a situational assessment is to identify the person’s strengths, preferences, and support needs for employment2. Based on the information given, the best option for scheduling a situational assessment for the 24-year-old woman is a local recreational center that runs an after-school art program for young children. This option matches her interest in children and art, and provides an opportunity to demonstrate her creativity and interpersonal skills. The other options are less suitable because they either do not align with her interests, do not offer a variety of tasks, or do not provide a natural work environment. References: 1: Focus On: Six strategic steps for situational assessment3 2: CESP study guide2 3: https://www.publichealthontario.ca/-/media/documents/F/2015/focus-on-situational-assessment.pdf?la=en

An assistive technology tool is any device, software, or equipment that helps people work around their challenges and achieve their goals1. A visual task list is an example of an assistive technology tool that can help employees with cognitive disabilities, learning disabilities, or attention deficits to organize their tasks, prioritize their work, and stay focused23. The other options are not correct because:

An individualized education plan (IEP) is a document that outlines the special education and related services that a student with a disability will receive in school4. It is not relevant to the workplace setting.

A workplace accommodation is any change in the work environment or in the way things are customarily done that enables an individual with a disability to enjoy equal employment opportunities5. A visual task list may be considered a workplace accommodation if it is provided by the employer to enable the employee to perform the essential functions of the job, but it is not the only example of a workplace accommodation.

A task analysis is a process of breaking down a complex task into smaller, manageable steps that can be taught to the learner6. A visual task list may be based on a task analysis, but it is not the same thing. A task analysis is a method of instruction, while a visual task list is a tool for self-management. References:

Domain 4 Workplace and Related Supports123456

What is Assistive Technology?

Using Visual Schedules: A Guide for Parents

Visual Task Lists for Students with Disabilities

Individualized Education Program (IEP)

Workplace Accommodations

Task Analysis

According to the APSE website, school-to-work eligibility requirements are based on the following factors1:

The student must be enrolled in a school district or an approved private school.

The student must have an Individualized Education Program (IEP) or a 504 Plan that includes transition services and goals.

The student must be at least 14 years old and not older than 21 years old.

The student must have a desire to work and a commitment to participate in the program. Therefore, the option C, work history, is not a factor in meeting school-to-work eligibility requirements. The other options are factors that are considered for the program. References:

School-to-Work Transition