{"title":"考察青少年在四种诱导任务中的话语制作语言表现。","authors":"Adele K Wallis, Marleen F Westerveld","doi":"10.1044/2024_LSHSS-23-00163","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>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.</p><p><strong>Method: </strong>Forty-four typically developing adolescents with ages ranging from 12;2 to 17;11 (years;months; <i>M =</i> 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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusions: </strong>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.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25761768.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"838-852"},"PeriodicalIF":2.2000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Examining Adolescent Language Performance in Discourse Production Across Four Elicitation Tasks.\",\"authors\":\"Adele K Wallis, Marleen F Westerveld\",\"doi\":\"10.1044/2024_LSHSS-23-00163\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>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.</p><p><strong>Method: </strong>Forty-four typically developing adolescents with ages ranging from 12;2 to 17;11 (years;months; <i>M =</i> 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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusions: </strong>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.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.25761768.</p>\",\"PeriodicalId\":54326,\"journal\":{\"name\":\"Language Speech and Hearing Services in Schools\",\"volume\":\" \",\"pages\":\"838-852\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Speech and Hearing Services in Schools\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1044/2024_LSHSS-23-00163\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2024/5/15 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Speech and Hearing Services in Schools","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2024_LSHSS-23-00163","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/5/15 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
Examining Adolescent Language Performance in Discourse Production Across Four Elicitation Tasks.
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.
期刊介绍：
Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work.
Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.
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