“…As Green (2011) noted, quantitative features-based approaches, although limited in their ability to describe qualitative aspects of NMAE, have been useful for diagnostic purposes of verifying participant use of certain NMAE forms that may, because of differences in morphosyntax, overidentify children as having a language impairment (e.g., Oetting et al, 2009;Seymour, Bland-Stewart, & Green, 1998;Stockman, Guillory, Siebert, & Bolt, 2013), and for examining typical and atypical language behaviors in different subgroups of NMAE speakers (e.g., Apel & Thomas-Tate, 2009;Horton-Ikard, 2010;Oetting & Garrity, 2006). In addition, each of the above measures have been used fairly recently for empirical investigations concerned with the following three areas: (a) quantifying spoken production of NMAE, (b) determining whether style shifting (movement from NMAE to Mainstream American English [MAE]) is occurring in the spoken language production of children as they grow older or perform different tasks, and (c) understanding the relationship between spoken NMAE and literacy outcomes (e.g., Champion, Rosa-Lugo, Rivers, & McCabe, 2010;Terry, Connor, Petscher, & Conlin, 2012;Thompson, Craig, & Washington, 2004).…”