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Graduate students are currently offered many clinical opportunities during their tenure as a graduate clinician. We strive to give students varied clinical experiences, many of which are unique to SUNY Plattsburgh. Listed below are some of the clinical populations and sites to which students are assigned, as they acquire required ASHA clinical hours.
Students have the opportunity to provide therapy for people who want to improve their English language skills. Instruction focuses on accent reduction, vocabulary building, use of slang and conversation.
Students currently have the opportunity to participate in weekly group therapy sessions for stroke patients. The group format allows clients with aphasia to practice communicating in a natural context, and at the same time, the clients are able to socialize informally with individuals who share the same problems and concerns. As a consequence, communicative competence increases and the sense of social isolation decreases. Caregivers are also encouraged to participate.
The Voice and Speech/Science Lab at SUNY Plattsburgh is a state-of-the-art facility with equipment that is used for evaluation, treatment and research. Students receive “hands on” training with equipment that is used in top research and treatment facilities across the country. Clients in the lab included people such as teachers, classical and rock singers, ski instructors, pre/post surgical clients, vocal instructors and every day voice users to name a few. It is an exciting environment where communication is shared with ear, nose and throat doctors in the area, as well as doctors in Albany, New York City and Boston. The lab celebrates a strong reputation that is based on thorough evaluations and quality treatment.
Students have the opportunity to participate in multidisciplinary assessments of children and adolescents with suspected auditory-language processing disorders. Two of our speech-language pathology supervisors, as well as graduate students in speech-language pathology, work as a team in providing comprehensive, full-day assessments. With input from the individuals, their families and the professionals, integrated (audiological and speech-language) recommendations are summarized in a single assessment report. This assessment model provides children and their families with a holistic view of the child’s difficulties and leads to recommendations that address several areas of concern at once.
Students have the opportunity to facilitate a traumatic brain injury group on a weekly basis. Group therapy allows individuals with TBI to socialize with others who share the same problems and concerns, and target specific strategies to improve or learn memory and social skills lost as a result of their trauma. Caregivers are also encouraged to participate.
Students have the opportunity to facilitate an Alzheimer’s group on a weekly basis. The group format allows individuals at various stages of Alzheimer’s to practice and maintain communication and social skills with others who also have the disease.
Students have the opportunity to participate in assessment and therapy at a local nursing home. They are provided with opportunities to assess, plan and implement therapy with residents who may have aphasia, dysarthria or oral-motor and swallowing impairments.
Students have the opportunity to participate in assessment and therapy at a local hospital. They are provided with opportunities to assess, plan and implement therapy with patients who may have communication or swallowing disorders.
Students have the opportunity to facilitate group therapy, on a weekly basis, with adults who have developmental disabilities. Group therapy allows individuals with developmental disabilities to socialize with one another and practice specific communication, social and pragmatic skills. The ultimate goal is to helps these individuals achieve greater acceptance within their community. In some cases students are also afforded an opportunity to provide services at a day treamtent center.
Students have the opportunity to participate in clinical, school and private practice settings. Please refer to Internships for further information.
If you would like more information about the graduate program in communication sciences and disorders at SUNY Plattsburgh please contact:
Suzanne Hungerford, Ph.D., Graduate Program Director
Office: Sibley Hall 222B
Phone: (518) 564-5276
Patrick Coppens, Ph.D., Interim Chair
Office: Sibley Hall 222C
Phone: (518) 564-2173