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Overview
Overview
The university understands and appreciates the amount of time, level of commitment and resources it takes to supervise a graduate student clinician. The Clinical Field Placement Team and the NYU Department of CSD are available to offer field placement supervisors guidance during the mentoring of an NYU student clinician. Please keep in mind that student clinicians, regardless of what level of fieldwork training they are in, are still learning. Many things that they are exposed to off-campus may be their first clinical and non-clinical experience. See Supervisor Information for specific supervision requirements and guidelines.
Field Placements are designed to give students a broad experience with a variety of client/patient populations, including direct client/patient contact with both children and adults with a range of communicative and swallowing disorders and differences and cultural/linguistic backgrounds. Specific hour requirements for “face-to-face” client contact under clinical supervision are found on the ASHA website. At least 400 direct contact hours (including the 25 observation hours earned prior to starting practicum) are required by ASHA and for graduation from NYU. See Direct Contact Hour Requirements for more detailed information.
The NYU Clinical Field Placement Team (CFPT) maintains an open line of communication to support our supervisors throughout the semester. The Communication Timeline & Action Items provide a general schedule of the CFPT correspondence and detail your action items required throughout the semester including midterm and final CALIPSO evaluations.
The CFPT corresponds via email at several points throughout the semester to facilitate student check-ins and reminders surrounding our supervisory requirements. The Field Placement and Communication Timeline & Action Items provides a general schedule of the CFPT correspondence and details your action items required throughout the semester including midterm and final CALIPSO evaluations. A member of the team is always available to discuss any concerns or questions regarding the development of your student's clinical and professional practice competencies via telephone or video conferencing. Site visits are also conducted on a need basis. Our goal is to develop a successful and supportive relationship throughout the semester.
Learn About: student attendance, withdrawal and leave of absence, and commencement
Learn About: ASHA and NYU's Department of CSD's direct contact hour requirements
The Student Plan of Study (POS)
The Student Plan of Study (POS)
Once students entering the Clinical Practicum and Field Placement Sequence, students will have completed a majority of the core courses. That being said, your student may have some pending elective courses and their seminar course.
Most students are anticipated to complete the following coursework prior to their first field placements (Practicum III):
Adult Language Disorders
Language Development and Disorders in School-Aged Children
Language Disorders in Pre-School Children
Multi-Cultural Issues in Communicative Sciences and Disorders
Principals of Intervention with Speech-Language Disorders
Professional Issues in Communicative Sciences and Disorders
Speech Sound Disorders in Children
Voice Disorders
Most students are anticipated to complete the following coursework prior to their advanced field placements (Practicum IV/V):
Dysphagia in Adults in Children
Fluency Disorders
Motor Speech Disorders
Students are expected to discuss their course schedule as soon as possible. They are required to identify the latest time they can leave your field placement each day in order to get to class on time. If you are unable to accommodate your student’s class schedule, please immediately let us know so we can follow-up accordingly.
Student Preparation Prior to the First Field Placement Experience
Student Preparation Prior to the First Field Placement Experience
As part of the clinical requirements, Speech@NYU online graduate students are required to participate in two immersions. These occur over two consecutive terms for a period of three to four days. In addition to attending on-site workshops and trainings related to diagnostic and treatment procedures and approaches, students participate in off-site community-based initiatives to enhance their experience and further the clinical development. This includes: assessment, treatment procedures, planning, goal writing, performance analysis, data collection, and documentation. Students have both academic and clinical courses that prepare them for their first field placement experience. This includes clinical training and practicum coursework that focuses on diagnostics (both standardized and nonstandardized assessments).
Purpose of a Field Placement
Purpose of a Field Placement
The following statements are included but not limited to the full field placement experience provided for graduate students:
Allow students to:
use critical thinking, problem-solving, and decision-making skills during a hands-on experience.
conduct screenings, prevention, and assessment procedures.
develop appropriate intervention plans using measurable goals and evidence-based practice.
Provide students with opportunities to:
improve clinical and professional practice skills necessary for employment in the field of speech-language pathology.
earn the direct contact hours necessary to meet the requirements for ASHA certification. Expose students to:
a variety of various communication and swallowing disorders with clients/patients across a lifespan and culturally and linguistically diverse backgrounds in a variety of patient populations.
Familiarize the student with the demands and responsibilities unique to particular work settings.
Adhere to the ASHA Code of Ethics.
Field Placement Seminar Course
Field Placement Seminar Course
Students attend a field placement seminar course in conjunction with their field placement. This seminar course meets once a week and addresses different clinical and professional practice issues related to the field placement experience. Students are required to complete an end-of-semester project that will be based on the field placement experience. Please understand that a student may need to leave their field placement slightly earlier to attend their seminar course.
Student Expectations
Student Expectations
Students must adhere to the policies and procedures of the field placement site. They are required to use best professional practices to maximize client care while engaging in all aspects of their field placement, including but not limited to:
Punctuality; adheres to deadlines and the field placement schedule
Adheres to the field placement site’s dress code
Communicates effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the patient, family, caregiver, and relevant others
Understands goals and expectations of the supervisor
Demonstrates integrity of the profession and respect for others
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