You are observing a preschool child in a preschool class and you judge issues during conversational language with -plurals, -progressive -ing.  You also observe while the child is playing blocks the concepts of in/on are not being produced and articles are an issue. It would be important to assess what component of language first and foremost?

At this stage of development infants (ages 9-18 months) express intentions through signals but do not yet use conventional language.

If a baby babbles this [babababa] this would be considered and early vocalization and is an example of what type of canonical babbling?

Match the phase of joint attention to one of its characteristics: 

If a child has errors in marking grammatical tense, specifically the omission of past-tense -ed and third person singual singular -s, this error would fall under the domain of form for language and specifically which component of language?

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.