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

TEA

Ian H Robertson, PhD,Ian Nimmo-Smith, PhD,Tony Ward, PhD,Valerie Ridgeway, PhD
Test of Everyday Attention (TEA) measures three aspects of attention — selective attention, sustained attention, and attentional switching — using everyday materials
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Publication date:
1994
Age range:
18 years to 80 years
Qualification level:
B

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.

 

 

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

 

 
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