This is it! The culmination of all that hard work. When your student has achieved use of a language skill – without cues – at age appropriate level – that kid can be said to have achieved the goal.
Labeling tasks can be thought of as more equal combinations of receptive and expressive language than either identification or use. Typically involving one word or phrase, labeling a discrete language skill is both easier than using it, and more difficult than identifying its correct or incorrect use.