Test of Everyday Attention for Children, Second Edition (TEA-Ch2)
Uniquely measures separable aspects of attention in children
Ages / Grades:
5 - 15 years
Computer and paper-pencil combination
5 - 7 years: 35 - 40 mins
8 - 15 years: 40 - 55 mins
scoring software (USB)
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TEA-Ch2: Complete Kit
Includes Manual, Junior Record Forms "Comics" (pkg 25), Adolescent Record Forms "Comics" (pkg 25), USB memory stick with program application, star stickers, red pen, timer/stopwatch, and scoring acetates.
ADDITIONAL ADMINISTRATION MATERIALS
TEA-Ch2: Record Forms (Adolescent - ages 8:0 - 15:11)
TEA-Ch2: Record Forms (Junior - ages 5:0 - 7:11)
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What are the main changes between TEA-Ch and TEA-Ch2?
The TEA-Ch2 is a comprehensive update of the original TEA-Ch, with important innovations, including:
- response forms in a colourful, ‘comic’ format for its paper-based subtests, giving the assessment an engaging, game-like feel —especially useful for younger children;
- computer-based subtests—allowing for trial-by-trial recording of responses, including reaction time and accuracy, scored by computer rather than by hand
- a shorter, simplified age-appropriate version for younger children (TEA-Ch2 J), and a longer version for older children/teens (TEA-Ch2 A)
- incorporation of modern tasks from the literature on attention (e.g., simple reaction time, SART, and attentional switching) that cannot be given easily in paper-based formats;
- a large normative sample from the UK;
- modern, regression based norms, provided by scoring program, that can take a child’s age, gender and family education level into account when providing scaled scores.
- TEA-Ch2 extends down to 5:0 years
What does the complete TEA-Ch2 kit include?
The complete kit comes with a USB memory stick with the program application, the Administration, Scoring & Technical Manual, TEA-Ch2 J comics, TEA-Ch2 A comics, star stickers, scoring acetates, red pen, powered external speakers, and a stopwatch. To use the TEA-Ch2 you will also need a computer (PC, Mac or laptop) with keyboard and mouse, a blank sheet of paper and a ruler.
What are the computer components for TEA-Ch2?
The TEA-Ch2 kit comes with a USB drive which has the TEA-Ch2 program application on it. The user places this in the USB drive and downloads an .exe file onto their PC or Mac. Running this file will extract the program onto the PC and initiate the password and log-in processes. It will open when selected from the program list or if the icon is clicked.
What are the TEA-Ch2 technical requirements?
The computerized subtests of the TEA-Ch2 will run well on devices that meet minimum specification as follows:
- a minimum of 500mb of free disk space
- a minimum of 2GB of physical memory (RAM)
- must support Hardware-accelerated OpenGL or OpenGL ES.
- Windows operating system (OS) Vista, Windows 7, Windows 8
- Product Support/TEA-Ch2 5/4/2016
- Windows 8.1, Windows 10 or later
- Mac operating system (OS) 10.8 or later.
The TEA-Ch2 is 32bit application and will run on both 32bit and 64bit operating systems.
Please note that the TEA-Ch2 program is not supported on tablet or mobile devices.
Can the TEA-Ch2 be administered on an iPad? Can I use TEA-Ch2 on my smartphone?
At the moment, the TEA-Ch2 will not work on an iPad. It will work on a Mac and PC, but not on smaller (tablet or mobile) devices.
Where is the information from the TEA-Ch2 program stored?
After entering an Examination ID, while this is 'live' on the test-user's system and until it is deleted (e.g., in the course of finalizing a PDF output report), the results are stored in a file called "exams.json" in the TEA-Ch2 local app folder on the user's C drive. The file cannot be opened using other programs and attempting to open, modify or move the file may result in loss of test-takers’ data.
May scores by obtained by using only the paper-based components?
The TEA-Ch2 is designed to be administered as a whole—using both computer-based and paper-based (record form "comics") components.
The following subtests can be administered without using the program:
- TEA-Ch2 J Balloon Hunt, Balloons 5 and Hide & Seek Visual
- TEA-Ch2 A Hector Cancellation, Hector-B Cancellation and Hecuba Visual Search and so it is possible to obtain scores for these subtests.
Please note - for the above subtests:
- it is recommended to use the timers provided in the computer program for administration
- at present, it is only possible to derive scaled scores using the scorer in the program
- it is not possible to derive any of the composite indices using these subtests on their own, so it is recommended to use both the computer and paper-based components together.
What scores are obtained from the TEA-Ch2?
Subtest raw scores are converted to scaled scores, taking into account the child’s age, gender and (if provided by the examiner) family education level. The scaled scores have a Mean = 10 and SD = 3 (range 1 to 19). In addition, the program provides a percentile rank that corresponds to the number of persons achieving either that scaled score or less in the standardization sample. If all of the required subtests have been administered, the scoring program will provide composite index scores corresponding to the key attentional domains, and performance overall:
- Selective Attention Index
- Sustained Attention Index
- Everyday Attention Index.
Index scores have a Mean = 100 and SD = 15.
Percentile ranks are provided to correspond to the standard scores.
Confidence Intervals (95%) are provided around all scores.
Standardization & Normative Data
The TEA-Ch2, at present, has normative data based on a sample of UK children 5:0 - 15:11 years of age:
- TEA-Ch2 J (Junior): 394 children ranging 5:0 - 7:11 years
- TEA-Ch2 A (Adolescent): 621 children ranging 8:0 - 15:11 years
For mathematical reasons, children slightly older than the test format were included in the norms for each age-group, to ensure that the ‘shape’ of the regression curve was correct at the upper end of the age range.
The sample was matched to UK demographic variables for gender and family educational level, and the UK regions and ethnic groups are represented. The sample were typically-developing children attending mainstream schools, who were primary speakers of English. Children with significant medical, psychiatric or neurological illnesses, with a learning disability, sensory impairment, or a diagnosis of specific learning disability, were not included.
The normative data were collected by trained examiners—either Pearson Clinical development staff or qualified and specialist psychologists (clinical, forensic, neuro- or educational psychologists) who were experience users of child cognitive and neuropsychological tests.
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