Results suggest that fostering deep vocabulary knowledge for children when providing intervention involves teaching single-word entities and introducing systems of conceptually related words to build semantic networks.  

As children’s MLUm increases, their capacity to learn and use grammatical structures of greater complexity increases. They move from Stage I into Stage II, where they learn to use “-ing” endings on verbs, “in”, “on”, and “-s” plurals. They then proceed to Stages III and IV.  If you were assessing a toddler that was 31 months old.  And was able to produce plurals, in/on but unable to produce irregular past tense or possessive ‘s, what stage of Inflectional/ Grammatical morphemes would you say this child is in?

Grammatical vs. Derivational: Match the morpheme (in italics) to its category

Results suggest that fostering deep vocabulary knowledge for children when providing intervention involves teaching single-word entities and introducing systems of conceptually related words to build semantic networks.  

Nonstandardized assessment-such as criterion-referenced measures- requires more planning since the clinician must decide on the linguistic stimuli, specify developmentally appropriate responses, and choose materials and contexts for gathering the data.

At 24 months of age toddlers shift from? with expressive language?

For older children, the T-unit is recommended to assess syntax in a conversational sample.   T-Unit is: 

A screening isn’t a “test”.  It’s a process that helps us to determine if there are enough red flags to warrant an evaluation.

Match the frequency of intentional communicative acts to the age in months.

Match the age in months to the amount of words (expressive vocabulary range) the toddler should be producing: