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Test of Everyday Attention

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Ian H Robertson

Ian Nimmo-Smith

Tony Ward

Valerie Ridgeway

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

TEA measures three aspects of attention — selective attention, sustained attention, and attentional switching — using everyday materials.

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<p><strong>Qualification Level</strong></p>

<p>&nbsp;</p>

<p><strong>Level A</strong></p>

<p>This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.</p>

<p><strong>Level B</strong></p>

<p>This approval level enables you to buy our assessments requiring A or B qualification levels.</p>

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

<p>Get instructions and help on ordering online or from our product catalog.</p>

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<p><strong>Phone:</strong> +44(0)203 564 6419<br />
Lines are open from&nbsp;9am to 5pm&nbsp;Monday to Friday&nbsp;(excluding bank holidays).</p>


Overview

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			<p>The TEA assessment is appropriate for use with individuals ranging from those with Alzheimer&rsquo;s disease to young, typical clients.</p>

			<h2>Benefits</h2>

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

			<h2>Features</h2>

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

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

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Product Details

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			<p>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.</p>

			<ul>
				<li>Chan, R. C. K., Lai, M. K., &amp; 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</li>
				<li>Forgeau, M., Allain, P., Le Guiet, J. L., Emile, J., &amp; Le Gall, D. (1997). Le test of everyday attention: r&eacute;sultats pr&eacute;liminaires d&#39;une version fran&ccedil;aise soumise &agrave; une population de traumatis&eacute;s cr&acirc;niens graves. Annales de R&eacute;adaptation et de M&eacute;decine Physique, Volume 40, Issue 6, Page 347</li>
				<li>Mazer, B. L., Sofer, S., Korner-Bitensky, N., Gelinas, I., Hanley, J., &amp; 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</li>
				<li>Sterr, A. M. (2004). Attention performance in young adults with learning disabilities. Learning and Individual Differences, Volume 14, Issue 2, Pages 125-133</li>
				<li>Ziino, C., &amp; Ponsford, J. (2006). Selective Attention Deficits and Subjective Fatigue Following Traumatic Brain Injury. Neuropsychology, Volume 20, Issue 3, Pages 383-390</li>
			</ul>

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