The Differential Assessment of Children's Attention: The Test of Everyday Attention for Children (TEA‐Ch), Normative Sample and ADHD Performance

Manly, Tom; Anderson, Vicki; Nimmo‐Smith, Ian; Turner, Anna; Watson, Peter; Robertson, Ian H.

doi:10.1111/1469-7610.00806

Cited by 619 publications

(708 citation statements)

References 74 publications

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“…Selective attention and attentional control were measured using two subtests, "Map Mission" and "Opposite Worlds, " of the Test of Everyday Attention for Children (24).…”

Section: Cognitive Measuresmentioning

confidence: 99%

Functional outcome of very preterm–born and small-for-gestational-age children at school age

et al. 2012

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Background: Our aim was to determine functional outcome of very preterm-born and small-for-gestational-age (sGa) children as compared with matched controls at school age. Methods: We included 28 very preterm sGa children (Ga <32 wk, birth weight (BW) <10th percentile), born in 2000-2001. We also included 28 very preterm but appropriate-forgestational-age (aGa) children, matched for Ga, gender, and birth year, as controls. We assessed motor skills, intelligence quotient (IQ), attention, verbal memory, visual perception, visuomotor integration, executive functioning, and behavior of both sets of children at school age. results: The sGa children had a median Ga of 29.7 wk and BW of 888 g, whereas the controls had a median Ga of 29.4 wk and BW of 1,163 g. at 8.6 y, the median total IQ of the sGa children was 94 as compared with 95 in the controls (not significant). Performance IQ was significantly lower in sGa children (89 vs. 95, P = 0.043), whereas verbal IQ was not (95 vs. 95). Total motor skills (P = 0.048) and fine motor skills (P = 0.021) were worse in sGa children. Furthermore, sGa children scored lower on selective attention (P = 0.026) and visual perception (P = 0.025). Other scores did not differ significantly between groups. conclusion: The differences we found between the groups were small. This suggests that the impaired functioning of very preterm-born sGa children is attributable to their having been born very preterm rather than to being sGa.

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“…Selective attention and attentional control were measured using two subtests, "Map Mission" and "Opposite Worlds, " of the Test of Everyday Attention for Children (24).…”

Section: Cognitive Measuresmentioning

confidence: 99%

Functional outcome of very preterm–born and small-for-gestational-age children at school age

et al. 2012

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“…More recently, Deforge, André, Mascoët, Toniolo, Demange, and Fresson ( 2006 ) found defi cits in attention effi ciency in a sample of 71 preterm children (GA between 28 and 36 weeks) at 8 to 10 years. Finally, Bayless and Stevenson ( 2007 ) used the Test of Everyday Attention in Children (Manly, Anderson, Nimmo-Smith, Turner, Watson, & Robertson, 2001 ) to compare the attention and executive functions in a group of forty 6-to 12-yearold preterm children (GA between 28 and 32 weeks) to full-term children. Results showed that preterm children had diffi culties in attention shifting and inhibition.…”

Section: Attentional Network Effi Ciency In Preterm Childrenmentioning

confidence: 99%

Attentional networks efficiency in preterm children

Pizzo

Urben

Linden

et al. 2009

J Int Neuropsychol Soc

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Recent studies have reported specifi c executive and attentional defi cits in preterm children. However, the majority of this research has used multidetermined tasks to assess these abilities, and the interpretation of the results lacks an explicit theoretical backdrop to better understand the origin of the diffi culties observed. In the present study, we used the Child Attention Network Task (Child ANT; Rueda et al. 2004 ) to assess the effi ciency of the alerting, orienting and executive control networks. We compared the performance of 25 preterm children (gestational age ≤ 32 weeks) to 25 full-term children, all between 5½ and 6½ years of age. Results showed that, as compared to full-term children, preterm children were slower on all conditions of the Child ANT and had a specifi c defi cit in executive control abilities. We also observed a signifi cantly higher correlation between the orienting and executive control networks in the preterm group, suggesting less differentiation of these two networks in this population. ( JINS , 2010, 16, 130-137.)

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“…Subtest, which requires the child to listen to a series of tones presented at irregular intervals over approximately 12 minutes and count them silently, provided a measure of sustained attention. The TEA-Ch has established reliability and validity in assessing aspects of attention and executive functions, and has been used with pediatric TBI (Anderson et al, 1998;Manly et al, 2001). …”

Section: Neuropsychological Batterymentioning

confidence: 99%

Long-term neural processing of attention following early childhood traumatic brain injury: fMRI and neurobehavioral outcomes

Kramer

Chiu

Walz

et al. 2008

J Inter Neuropsych Soc

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Attentional deficits are common and significant sequelae of pediatric traumatic brain injury (TBI). However, little is known about how the underlying neural processes that support different components of attention are affected. The present study examined brain activation patterns using f MRI in a group of young children who sustained a TBI in early childhood (n 5 5; mean age 5 9.4), and a group of age-matched control children with orthopedic injuries (OI) (n 5 8) during a continuous performance task (CPT). Four children in the TBI group had moderate injuries, and one had a severe injury. Performance on the CPT task did not differ between groups. Both TBI and OI children activated similar networks of brain regions relevant to sustained attention processing, but the TBI group demonstrated several areas of significantly greater activation relative to controls, including frontal and parietal regions. These findings of over-activation of the relevant attention network in the TBI group contrast with those obtained in imaging studies of Attention-Deficit0Hyperactivity Disorder where under-activation of the attention network has been documented. This study provides evidence that young children's brains function differently following a traumatic brain injury, and that these differences persist for years after the injury. (JINS, 2008, 14, 424-435.)

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The Differential Assessment of Children's Attention: The Test of Everyday Attention for Children (TEA‐Ch), Normative Sample and ADHD Performance

Cited by 619 publications

References 74 publications

Functional outcome of very preterm–born and small-for-gestational-age children at school age

Functional outcome of very preterm–born and small-for-gestational-age children at school age

Attentional networks efficiency in preterm children

Long-term neural processing of attention following early childhood traumatic brain injury: fMRI and neurobehavioral outcomes

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