Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing adolescents matched on age, gender and nonverbal ability were assessed using a number of standardized assessments for receptive and expressive language skills, a standardized narrative test, two experimental narrative assessments and a parent/teacher report measure of pragmatics. The findings were that, although adolescents with ASD scored within the normal range on expressive and receptive language, their performance on narrative tasks revealed difficulties with both structural and evaluative language. It should be noted that both teachers and parents rated the pragmatic language skills of the young people with ASD as significantly lower than those of the typically developing group but parents were more likely than teachers to additionally identify difficulties in speech and syntax. The implications of these results for professionals in terms of assessing the language skills of adolescents with ASD and for the planning of appropriate intervention are discussed.

中文翻译：

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评估自闭症谱系障碍青少年的语言技能

患有自闭症谱系障碍 (ASD) 的青少年的语言能力是可变的，并且很难自信地确定。本研究旨在比较和评估不同形式的语言评估：标准化语言测试、叙事分析和家长/教师报告。14 名患有 ASD 的青少年和 14 名正常发育的青少年在年龄、性别和非语言能力方面相匹配，他们使用了许多接受性和表达性语言技能的标准化评估、标准化的叙事测试、两个实验性叙事评估和父母/教师报告的语用测量. 研究结果是，尽管患有 ASD 的青少年在表达和接受语言方面的得分在正常范围内，但他们在叙事任务中的表现显示出结构性和评价性语言方面的困难。应该指出的是，教师和家长都认为 ASD 年轻人的语用语言技能明显低于正常发展组，但家长比老师更有可能额外发现言语和句法方面的困难。讨论了这些结果对专业人员在评估 ASD 青少年的语言技能和规划适当干预方面的影响。