PURPOSE Comprehensive spoken language assessment should include the evaluation of language use in naturalistic contexts. Discourse elicitation and analysis provides the opportunity for such an evaluation to occur. In this article, our overall aim was to describe adolescents' language performance on four elicitation tasks and determine if there are task-related differences across the elicitation tasks. METHOD Forty-four typically developing adolescents with ages ranging from 12;2 to 17;11 (years;months; M = 15;2; 21 boys and 23 girls) participated in the study. They completed four spoken discourse tasks: (a) story generation using a wordless picture book, (b) fable retell, (c) six personal narratives in response to emotion-based prompts, and (d) monologic response to two stories that contained a moral dilemma. Responses were transcribed and analyzed for four language performance measures tapping into language productivity, syntactic complexity, lexical diversity, and verbal facility. RESULTS Despite individual variability in performance, mean scores were close to median scores for most measures, suggesting a symmetrical distribution. As expected, all four language performance measures were significantly different across the four elicitation tasks. The personal narrative task elicited the longest samples, with the highest verbal fluency. In contrast, both lexical diversity and syntactic complexity were the strongest in response to the fable retell and the moral dilemma tasks. CONCLUSIONS This investigation provides speech-language pathologists with an overview of how task-related factors may impact adolescent language performance. These findings may be used to support their clinical decision-making processes in choosing a suitable discourse task when conducting a comprehensive spoken language assessment. Three hypothetical case examples are used to illustrate the decision-making process. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25761768.

中文翻译：

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通过四项启发任务检查青少年在话语产生中的语言表现。


目的 综合口语评估应包括自然环境中语言使用的评估。话语引发和分析为这种评估的发生提供了机会。在本文中，我们的总体目标是描述青少年在四项启发任务中的语言表现，并确定这些启发任务之间是否存在与任务相关的差异。方法 44 名年龄范围为 12;2 至 17;11（年；月；M = 15;2；21 名男孩和 23 名女孩）的正常发育青少年参与了本研究。他们完成了四项口语对话任务：（a）使用无字图画书生成故事，（b）寓言复述，（c）响应基于情感的提示的六个个人叙述，以及（d）对两个包含道德困境。我们对四种语言表现指标的反应进行了转录和分析，包括语言生产力、句法复杂性、词汇多样性和言语便利性。结果 尽管表现存在个体差异，但大多数指标的平均分接近中位数，表明分布对称。正如预期的那样，在四项启发任务中，所有四种语言表现指标均显着不同。个人叙述任务引出了最长的样本，语言流畅度最高。相比之下，词汇多样性和句法复杂性对于寓言复述和道德困境任务的反应最强。结论 这项调查为言语病理学家提供了任务相关因素如何影响青少年语言表现的概述。 这些发现可用于支持他们在进行全面口语评估时选择合适的话语任务的临床决策过程。使用三个假设案例来说明决策过程。补充材料 https://doi.org/10.23641/asha.25761768。