ABSTRACT
Prompts always need to be arranged into a consistent order, starting with the most broad and general and progressing, if needed, to more specific cues. Generalisable cognitive skills are executive functions such as planning, hypothetical thinking and impulse control. Prompts at this level might be to facilitate the child to remember how he might have done a similar task before, or to plan and problem solve carefully. Prompts may be more scripted and fixed if required to be standardised, or more questions may be inserted to probe further. A Dynamic assessment may be able to tease out which of these is the source of difficulty and identify what type of prompts are needed to facilitate the correct production. In a test of morphology such as this, the items may address a range of morphological structures, such as plurals, auxiliaries, pronouns, comparatives and superlatives, third-person singular and past tenses.
