Placement & Policies

Graduate Clinician Practicum Handbook

All placement policies are outlined in the Graduate Clinican Practicum Handbook. Please be familiar with this resource, as you'll find helpful information and guidance when supervising a Speech@Emerson Graduate Student.

Graduate Clinician Practicum Handbook

Student Expectations

Below are highlighted student expectations at each clinical placement. Please refer to the Graduate Clinician Practicum Handbook for more information.

Students must attend placement for a minimum of three full days a week (a "full day" will be dependent on their supervisor's setting and schedule).
Students will strive to earn a minimum of 90 clinical clock hours per semester. It is the student's responsibility to keep track and appropriately log hours.
Students are required to complete a Self-Evaluation in CALIPSO at the midpoint of the semester. The student should review their Self-Evaluation with their supervisor when reviewing the completed Midterm Evaluation.
Students are required to complete an Evidence Based Practice assignment while in placement. For more information about this assignment, please see below.
A grade below a B- is considered failing at the graduate school level. If you have a student not meeting this expectation at any point, please reach out to placement_ops@emerson.edu.

Supervisor Expectations

Below are highlighted supervisor expectations at each clinical placement. Please refer to the Graduate Clinician Practicum Handbook for more information.

Supervisors must complete a Welcome Call with an Emerson director prior to hosting their first Speech@Emerson student. The slide presentation from the Welcome Call can be found here.
Supervisors must hold their CCCs for at least 9 months post CF and must have completed the two hours of supervision CEUs, as stated by ASHA.
All supervisors are required to provide a minimum of 25% direct supervision of the total contact time for each client.
An approved S@E supervisor must be on-site whenever the graduate student is delivering services to clients on-site.
In cases of telepractice, supervisors must be available 100% of the time to each session, and must provide a minimum of 25% direct supervision of the total contact time with each client. In other words, the supervisor must be logged onto the call or within line of site of graduate clinician.
Supervisors and students must engage in the placement using the same modality. In other words, either both the student and supervisor are onsite and in-person or both the student and supervisor are participating in a telepractice session. Supervisors can not supervise students remotely, while the student is onsite and in person.
All supervisors are required to participate in placement tasks described in our Handbook, including completing the Student/Supervisor contract, approving CALIPSO clock hours, participating in a Virtual Site Visit, and completing both the Midterm and Final Evaluation. See more information on the Placement Timeline and Schedule tab.

Placement Learning Objectives

Assessments (formal and informal, direct and dynamic) specific to the populations in that practice setting. If/when possible, it is strongly encouraged that students have the opportunity to administer diagnostic assessments and evaluate clients as appropriate for the setting
Treatment approaches/techniques that are evidence-based and appropriate for the populations at the site.
Patient/client/family centered education and counseling appropriate to and within that practice setting.
Related disciplines within the practice setting and working collaboratively with patients/families and other team members to ensure an optimal outcome for the client.
Clinical problem-solving across age span, disorder, and setting.
Professional and clinical oral and written communication skills appropriate to that practice setting. If/when possible, it is strongly encouraged that students have the opportunity to participate in any clinical writing opportunities (e.g. diagnostic reports, progress reports, SOAP notes, etc.) as these are keys for additional learning and integration of information.)
Cultural competence when working with patients/clients/families in all practice settings.
Adherence to ASHA’s Code of Ethics and appropriate ethical behavior.

Learning objectives for our graduate students: Outlined below are several learning objectives to keep in mind during the semester. These objectives are gleaned from the ASHA 2020 Standards that all graduate programs must adhere to around the roles and responsibilities of the student within the clinical practice setting:

Assessments (formal and informal, direct and dynamic) specific to the populations in that practice setting. If/when possible, it is strongly encouraged that students have the opportunity to administer diagnostic assessments and evaluate clients as appropriate for the setting
Treatment approaches/techniques that are evidence-based and appropriate for the populations at the site
Patient/client/family centered education and counseling appropriate to and within that practice setting
Related disciplines within the practice setting and working collaboratively with patients/families and other team members to ensure an optimal outcome for the client
Clinical problem-solving across age span, disorder, and setting
Professional and clinical oral and written communication skills appropriate to that practice setting. If/when possible, it is strongly encouraged that students have the opportunity to participate in any clinical writing opportunities (e.g. diagnostic reports, progress reports, SOAP notes, etc.) as these are keys for additional learning and integration of information.)
Cultural competence when working with patients/clients/families in all practice settings
Adherence to ASHA’s Code of Ethics and appropriate ethical behavior

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