A.  

maternity leave

B.  

benefits advisement

C.  

reasonable accommodations

D.  

wages and overtime pay

A.  

her vocational rehabilitation counselor

B.  

Susan herself

C.  

her parents

D.  

her teacher

A.  

Hang pictures in the supply closet so that she can refer to them if she is unsure of what to do next.

B.  

Allow her to use her phone to reference reminders about which task to complete at specific times.

C.  

Have a job coach support her through her tasks until she becomes more accustomed to her routine.

D.  

Have the store manager check on her every hour to be sure that she is on the correct task.

A.  

work-based learning

B.  

workplace readiness

C.  

disability etiquette

D.  

self-advocacy

A.  

Inquire if the other CBWA sites would hire her so that she would have options from which to choose.

B.  

Decline the job offer immediately.

C.  

Accept the job offer immediately.

D.  

Complete the CBWA and discuss the job opportunity with all stakeholders.

A.  

"What do you think will happen if you get caught by the manager?"

B.  

"If you get caught you can be prosecuted; are you going to keep stealing?"

C.  

"Can you help me understand your decision to steal candy?"

D.  

'That was not very smart; what made you think that was a good idea?"

A.  

Desire to work

B.  

Student's age

C.  

Work history

D.  

Connection to a local school district

A.  

networking

B.  

discovery

C.  

community integration

D.  

peer group

A.  

Refer her to vocational rehabilitation.

B.  

Refer her to occupational therapy for further evaluations.

C.  

Request a noise-canceling headset from the employer.

D.  

Move her to an office away from her co-workers.

A.  

Work Opportunity Tax Credit (WOTC)

B.  

Earned Income Tax Credit (EITC)

C.  

Ticket to Work (OTW)

D.  

American with Disabilities Act (ADA)

A.  

job duties not essential to the employer's needs

B.  

job duties that remove employees from their areas of expertise, and combine the tasks into one position to save employer money

C.  

tasks that are not being done or done often enough, and negotiate a job description

D.  

tasks for which the employer is paying overtime that could be combined into a position to save the company money

A.  

Ask staff from his facility-based program to bring in their dogs and set up a grooming station to see if grooming is something he might like to do.

B.  

Make an appointment with the owner of a pet boarding facility that will give the job-seeker a tour and explain the jobs that are available there.

C.  

Take the job-seeker to browse in a local pet store to see if he might like to complete a situational assessment in that setting.

D.  

Ask your veterinarian if you and the job-seeker can spend a half day doing odd jobs in his office.

A.  

A man with quadriplegia uses a head pointer to work on his computer.

B.  

An employee at a large retail store pushes carts in the parking lot.

C.  

A woman pushing a baby stroller uses the concrete sidewalk ramp on her walk.

D.  

A man with a cognitive disability uses a picture prompt list to remember his job tasks.

A.  

apply for ADA benefits.

B.  

work with an employment support professional.

C.  

receive Social Security.

D.  

have a disability that impacts a major life area.

A.  

Set up a job shadowing opportunity for her at a local veterinary office.

B.  

Enroll her in a sheltered workshop that has a contract with a local pet store.

C.  

Help her apply online for animal-related jobs.

D.  

Set up a job interview for her at a local pet store.

A.  

Provide supports based on needs identified by the new hire.

B.  

Ask the employer to provide special training to the new hire.

C.  

Have a co-worker explain the unwritten rules of the company to the new hire.

D.  

Attend the training on behalf of the new hire.

A.  

Her preferences for work environment

B.  

Her reading ability

C.  

Her parent's desire for her to work in a warehouse

D.  

The conditions that are needed for her to be successful

A.  

guarantee of job offer.

B.  

volunteer work.

C.  

on-the-job training.

D.  

going to the day program.

A.  

At a retail store, stocking products

B.  

At a restaurant, setting tables

C.  

At home, while putting away clean dishes

D.  

At school, filing documents

A.  

The individual has a personalized job description and/or employer expectations that were created during the negotiation process.

B.  

The individual is the primary source of information and decides the direction to explore the job market.

C.  

The individual is hired and paid directly by the employer.

D.  

The individual can earn sub-minimum wages if this is part of the negotiated job description process.

A.  

Find a new job for him.

B.  

Request a technology and ergonomic assessment from his vocational rehabilitation counselor.

C.  

Test his typing skills and speed using his computer programs.

D.  

Talk to the employer about his performance to see how the employer thinks he is progressing.

A.  

Her job coach who trained her on the job

B.  

Her supervisor, with whom she connects 1-2 times a week

C.  

Her mother who drives her to work every day and picks her up after work ends

D.  

Her co-worker, who sits beside her in the adjacent office and has become a friend

A.  

Suggest to your program manager that Ann be assigned to an enclave placement until she can demonstrate positive work skills.

B.  

Review any data, previous training programs, and records to identity positive reinforcers or events that have been used to assist Ann in managing her challenging behaviors.

C.  

Identify a back-up staff person who can come to the job site immediately if Ann has problems.

D.  

Describe Ann's challenging behaviors, including her prior retail experience, to her new supervisor tohelp him anticipate any problems that they may encounter.

A.  

Move him to a less busy time of the day to work.

B.  

Develop a routine of tasks to keep him on pace with the job.

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.

A.  

Desire to work

B.  

Reliable transportation

C.  

Ability to complete a task consistently

D.  

Ability to understand instructions

A.  

So a job analysis can be completed

B.  

So the employment support professional can ask for a raise

C.  

To identify areas of success and need for additional support

D.  

To know whether the employee may need a different job

A.  

Darrell has expressed interest in learning cashiering in a retail store, although he sometimes has difficulty counting money

B.  

Darrell's teacher has observed that he has difficulty paying attention and therefore, he should probably not have a position that would require long shifts without a break.

C.  

Darrell's mother has observed him cleaning at home and thinks custodial work may be a good direction to take because it would highlight his skills.

D.  

Darrell's former manager has told you that he has poor customer service skills.

A.  

Benefits plan

B.  

Risk assessment

C.  

Fading plan

D.  

Job skills assessment

A.  

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.

B.  

Our agency begins the job development process simultaneously with individualized assessment.

C.  

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.

D.  

Our agency uses a "discovery" process that includes situational assessments based on the individual's identified interests.

A.  

At least $1000

B.  

Slightly less than $500

C.  

$500 to $1000

D.  

$0-$100

A.  

once the individual has accepted a position

B.  

after the individual starts work

C.  

on the day of the interview

D.  

when the individual applies for work

A.  

deferring to the vocational rehabilitation counselor for decision making

B.  

eliciting and strengthening change talk

C.  

examining the individual's ambivalence to change

D.  

planning for and beginning the process of change

A.  

tell the supervisor that his decision would be in violation of Department of Labor laws

B.  

discuss with the supervisor the importance of the employee attending, with support provided if needed

C.  

discuss the supervisor's reasoning for why the employee should not attend orientation

D.  

tell the supervisor that you agree and ask if the employee's orientation can be scheduled at a later date

A.  

Visiting local businesses

B.  

Determining her prior work experience

C.  

Learning why she wants to start her own business

D.  

Helping her get a small business loan

A.  

Transportation to and from the workplace

B.  

Longer time provided to complete mandatory training

C.  

Assistance from another employee to complete essential functions

D.  

Request to omit typing for a data entry position

A.  

Helping employers identify areas of their workplace where employees with disabilities will not interfere with the productivity of other workers

B.  

Developing a marketing approach that represents people with disabilities in a positive, inclusive manner

C.  

Educating employers about the legal requirements of the Americans with Disabilities Act (ADA)

D.  

Assisting the community to establish separate training programs for individuals with disabilities to prepare for competitive employment

A.  

Providing training and feedback to co-workers working with the supported employee

B.  

Identifying accommodations to help the supported employee become more independent on the job

C.  

Providing all the job training

D.  

Developing natural supports

A.  

Ava’s co-workers are willing to provide various types and degrees of work support for her.

B.  

Ava’s family feels that she is now well adjusted to the community.

C.  

Ava’s supervisor can contact the employment support professional whenever work expectations are not met.

D.  

Ava and her co-workers enjoy having lunch together.

A.  

Instruction.

B.  

fading.

C.  

observation.

D.  

training.

A.  

task analysis

B.  

systematic instruction

C.  

person-centered planning

D.  

people-first language