Test of Everyday Attention

TEA
Test of Everyday Attention (TEA) measures three aspects of attention — selective attention, sustained attention, and attentional switching — using everyday materials

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  • Kits

    Starter & complete kits, print & digital

    1 option

    From £496.70
  • Test forms & reports

    Booklets, record forms, answer sheets, report usages & subscriptions

    1 option

    From £43.20
  • Support materials

    Manuals, stimulus books, replacement items & other materials

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    From £48.00
  • All products

    All tests and materials offered for TEA

    3 options

    From £43.20
- of 3 results
  • TEA Complete Kit (USB)
    9780749171803 Qualification Level B

    Includes Manual, Pack of 25 Scoring Sheets, Cue Book, Stimulus Cards, Maps and USB in a bag

    In Stock/VAT included (where applicable) £496.70

  • TEA Scoring Sheets
    9780749132408 Qualification Level B

    Pack of 25

    In Stock/VAT included (where applicable) £43.20

  • TEA Manual
    9780749132415 Qualification Level B

     

    In Stock/VAT included (where applicable) £48.00

Overview

Completion time:
Individual - 45 to 60 minutes
Publication date:
1994
Age range:
18 years to 80 years
Qualification level:
B

Product Details

The TEA assessment is appropriate for use with individuals ranging from those with Alzheimer’s disease to young, typical clients.

Benefits

  • Increases relevance for the examinee with use of everyday materials in real-life scenarios.
  • Helps identify different patterns of attention breakdown.
  • Shows normal age effects in the normal population.

Features

The TEA was normed with 154 U.K. controls, four age bands, and two levels of educational attainment.

  • Use of everyday materials in real-life scenarios increases relevance for examinee.
  • Sensitive enough to show normal age effects in the normal population.
  • Three parallel versions are provided.

 

 

Resources

Listed are a sample of references that cite TEA. Pearson Assessment has listed these papers for your information. We take no responsibility for the content therein.

  • Chan, R. C. K., Lai, M. K., & Robertson, I. H. (2006). Latent structure of the Test of Everyday Attention in a non-clinical Chinese sample. Archives of Clinical Neuropsychology, Volume 21, Issue 5, Pages 477-485
  • Forgeau, M., Allain, P., Le Guiet, J. L., Emile, J., & Le Gall, D. (1997). Le test of everyday attention: résultats préliminaires d'une version française soumise à une population de traumatisés crâniens graves. Annales de Réadaptation et de Médecine Physique, Volume 40, Issue 6, Page 347
  • Mazer, B. L., Sofer, S., Korner-Bitensky, N., Gelinas, I., Hanley, J., & Wood-Dauphinee, S. (2003). Effectiveness of a visual attention retraining program on the driving performance of clients with stroke. Archives of Physical Medicine and Rehabilitation, Volume 84, Issue 4, Pages 541-550
  • Sterr, A. M. (2004). Attention performance in young adults with learning disabilities. Learning and Individual Differences, Volume 14, Issue 2, Pages 125-133
  • Ziino, C., & Ponsford, J. (2006). Selective Attention Deficits and Subjective Fatigue Following Traumatic Brain Injury. Neuropsychology, Volume 20, Issue 3, Pages 383-390