General Field Placement Information

Students complete most courses in communication disorders prior to beginning their field placement experience. As a prerequisite, students complete three semesters of on-campus clinical practicums: two semesters of evaluations and one semester of treatment. This experience provides students with exposure to: assessment, treatment procedures planning, goal writing, performance analysis, and data collection and documentation.

On-campus students are anticipated to complete the following coursework prior to their field placements (Practicum IV and V):

• Motor Speech Disorders

• Adult Language Disorders

• Fluency Disorders

• Language Development and Disorders in School-Aged Children

• Voice Disorders

• Language Disorders in Preschool Children

• Principles of Intervention with Speech-Language Disorders

• Speech Sound Disorders in Children

• Multicultural Issues in Communicative Sciences and Disorders

• Professional Issues in Communicative Sciences and Disorders

• Dysphagia in Adults in Children

• Motor Speech Disorders

• Language Development and Disorders in School-Aged Children

• Fluency Disorders

Students may be taking elective courses concurrently with their field placement. These are primarily offered in the evening hours and/or over J-Term. Students are encouraged to discuss their course schedule with you as early on as possible.

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.

Students attend a field placement seminar course in conjunction to their field placement. This seminar course meets once a week and addresses different clinical and professional issues related to the field placement experience. Students are required to complete an end of semester project that will be based off of the field placement experience.  Please understand that a student may need to leave their field placement slightly earlier to attend their seminar course. 

Overview

Field placement expectations and policies can vary across settings. Students must abide by the ASHA Code of Ethics and engage in respectful interactions throughout the field placement process and experience.  Students must: 

• Treat all persons with respect and regard for their individual worth and dignity by communicating respectfully and in a productive manner with all patients, caregivers, field placement staff members and supervisors, Placement and Student Success Teams, and all faculty and staff members of the Department of Communicative Sciences and Disorders (CSD).  

• Meet the requirements, hours, and terms of the field placement until the supervisor’s predetermined end date is met.

  • Cooperation with field placement requirements facilitates and maintains a harmonious relationship with the Department of CSD and its affiliates and helps the student have a more integrated, satisfying and productive experience.

Please see the Field Placement Scope of Practice & Responsibilities of a Graduate Student for additional information. 

Field Placement Scope of Practice & Responsibilities of a Graduate Student

Individual experiences will vary depending on the field placement to which the student is accepted. Students can expect to engage in a range of experiences and responsibilities in alignment with the ASHA Code of Ethics, including but not limited to the following professional activities:

I. Clinical Practice: Assessment & Treatment

• Diagnosis & Evaluation: Plan and conduct comprehensive screenings and assessments for communication and swallowing disorders. Ensure evaluations are tailored to individualized client needs across the lifespan.

• Treatment Delivery: Implement evidence-based practices (EBP) in both individual and group therapy settings. Utilize diverse service delivery models, including in-person and telepractice modalities.

• Intervention Planning: Develop sophisticated lesson and treatment plans. These must feature:

  • Measurable goals with clear criteria for success.

  • Logical sequencing and appropriate reinforcement strategies.

  • Evidence-based materials suited to the client's developmental or cognitive level.

• Generalization & Carryover: Actively observe and facilitate the transition of communication skills from the clinical environment to functional, non-clinical settings (home, school, or community).

• Cultural & Linguistic Diversity (CLD): Engage with culturally and linguistically diverse populations, ensuring that assessment and treatment materials are culturally responsive and unbiased.

• Ethical Standards: Adhere strictly to the ASHA Code of Ethics in all clinical decision-making and professional interactions.

II. Administration & Operations

• Case Management: Take ownership of the clinical schedule, coordinating treatment and assessment sessions effectively.

• Documentation Excellence: Master site-specific reporting, including EHR (Electronic Health Records), IEP/IFSP documentation, and progress notes, ensuring all record-keeping meets legal and professional standards.

• Professional Systems: Navigate the business side of SLP, including reimbursement procedures (Medicare/Medicaid/Private Insurance) and participation in quality assurance measures.

• Service Oversight: Analyze the organization and administration of SLP services within the specific work setting to understand operational demands.

• Lifespan Exposure: Gain direct experience with patient populations ranging from pediatrics to geriatrics.

• Certification Readiness: Target and track direct contact hours across the required Big 9 domains to satisfy ASHA certification requirements.

III. Professional Collaboration & Development

• Interdisciplinary Coordination: Actively participate in the "team-around-the-client" by attending IEP/IFSP meetings, medical staffing, interpretive conferences, or Grand Rounds.

• Consultation & Counseling: Conference with families, educators, and healthcare providers to provide education and ensure holistic care.

• Continuing Education: Attend on-site in-service training and observe specialized programs (e.g., AAC clinics, NICU follow-ups, or vocational programs).

• Technical Proficiency: Gain mastery over clinical equipment (e.g., endoscopy, audiometers, AAC devices) and a wide array of therapeutic software/materials.

• Field Placement Project: Complete a site-specific project—such as a case study, resource guide, or departmental presentation—that integrates clinical experience with academic research.

• Career Readiness: Refine the professional skills necessary for independent employment, including time management, professional communication, and self-supervision.