The differential assessment of children's attention: The Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance
The differential assessment of children's attention: The Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance
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DOI：
10.1111/1469-7610.00806
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发表时间：
2001-11-01
影响因子：
7.6
通讯作者：
Robertson, IH
中科院分区：
文献类型：
--
作者：
Manly, T;Anderson, V;Robertson, IH
“注意力”不是一个单一的大脑过程。来自成人研究的证据表明，不同的神经解剖学网络执行特定的注意力操作，这些网络容易受到选择性损伤。因此，描述注意力障碍需要使用各种不同的任务来挑战这些系统。在这里，我们描述了一个新颖的电池，儿童日常注意力测试（TEA-Ch），包括九个子测试改编自成人文学。本文描述了293名6至16岁健康儿童的表现及其与智商、现有注意力测量和学业成绩的关系。这个大的规范样本也允许我们测试功能可分离注意系统的成人模型是否适合观察到的儿童表现的变化模式。结构方程建模方法支持这一观点。持续的、选择性的注意力和更高层次的“执行”控制的三因素模型与这些数据非常吻合，即使在最小的孩子身上也是如此。单因素模型被拒绝。从行为学和解剖学的角度来看，注意力缺陷障碍（ADD）与自我持续注意力和行为控制能力差尤其相关。本文所展示的24名被诊断为ADD的男孩的TEA-Ch表现与这一观点一致。当考虑到WISC-III子测试的表现水平时，持续注意的特定缺陷是明显的，而选择性注意的表现在正常范围内。
"Attention" is not a unitary brain process. Evidence from adult studies indicates that distinct neuroanatomical networks perform specific attentional operations and that these are vulnerable to selective damage. Accordingly, characterising attentional disorders requires the use of a variety of tasks that differentially challenge these systems. Here we describe a novel battery, the Test of Everyday Attention for Children (TEA-Ch), comprising nine subtests adapted from the adult literature. The performance of 293 healthy children between the ages of 6 and 16 is described together with the relationships to IQ, existing measures of attention, and scholastic attainment. This large normative sample also allows us to test the fit of the adult model of functionally separable attention systems to the observed patterns of variance in children's performance. A Structural Equation Modelling approach supports this view. A three-factor model of sustained and selective attention and higher-level "executive" control formed a good fit to the data, even in the youngest children. A single factor model was rejected.There are behavioural and anatomical grounds to believe that Attention Deficit Disorder (ADD) is particularly associated with poor self-sustained attention and behavioural control. The TEA-Ch performance of 24 boys diagnosed with ADD presented here is consistent with this view. When performance levels on WISC-III subtests were taken into account, specific deficits in sustained attention were apparent while selective attention performance was within the normal range.