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Test of Everyday Attention

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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    All tests and materials offered for TEA

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    - 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

      £593.35

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    • TEA Scoring Sheets
      9780749132408 Qualification Level B

      Pack of 25

      £54.00

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    • TEA Manual
      9780749132415 Qualification Level B

       

      £59.00

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    Overview

    Publication date:
    1994

    Age range:
    18 years to 80 years

    Qualification level:
    B

    Qualification Level

     

    Level A

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

    Level B

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

    Level C

    This approval level enables you to buy all our assessments.

    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