Use of Nonmainstream Features Across Contexts and Grades Among School-Age Students With and Without Developmental Language Disorder

Differences across the contexts demonstrate the importance in considering conversational contexts in clinical practice. NMAE features do not suggest risk for language disorders, but understanding differences in the likelihood of producing an utterance with an NMAE feature in those with different language abilities has important implications and can inform the development of accurate assessments in students who speak AAE.