Résumé
High language regroup pragmatic and metalinguistic abilities which are essential to communicate and main taining social relationships with others. However, it remains a poorly explored in speech therapy, particularly within teenagehood, even though teenagers build themself through relationships with peers. There fore, it is important to be able to detect possible disorders that may affect this communication. However, to date, very few speech therapy tools exist to evaluate this domain in this population. Then, we administrated the Test de Langage Élaboré (TLE), initially designed for adults, to 75 adolescents aged 12 to 17 years, in order to create norms for these age groups. Also, we wondered if this test could be useful for assessing elaborate language in adolescents with ASD. Indeed, according to the literature, their elaborated language may be impaired as no validated assessment tool sexists in this population to show this. Therefore, we studied the feasibility of the TLE assessing two subjects with ASD WID, and analyzed their results using the created standardization. This study allowed us to highlight inter-individual variability in language development during teenagehood, particularly in the so-called "elaborated" language, which continues evolving during this period. This work will enable speech-language pathologists to use the TLE with teenagers, benefiting from qualitative as well as quantitative landmarks. Also, of our two subjects with ASD WID, only one test showed pathological results. The overall test results were found to beinnorm. Our research did notenableus to showany actual elaborated language disorders in ASD WID.