The differential assessment of children's attention: the Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance.

By T. Manly, V. Anderson, Ian Nimmo-Smith, A. Turner, P. Watson, Ian H. Robertson. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2001

697 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/992d3eab34a05b81a0a5da1b3d6b4d58541d67c0

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Citations in the corpus

Implementation Intentions Facilitate Response Inhibition in Children with ADHD (2008, methodology): “…procedure has been recently used by Hood, Baird, Rankin, and Isaacs (2005) demonstrating that children with ADHD show significant improvement in cognitive attention processes (i.e., tasks taken from the Test of Everyday Attention for Children TEA-Ch; Manly et al., 2001) after administration of MPH.”
Green Walls for a Restorative Classroom Environment: A Controlled Evaluation Study (2017, methodology): “The Sky Search task is a subtest from the Test of Everyday Attention for Children (TEA-Ch), a well-known instrument for measuring the attention of children (Manly et al., 2001).”
Typologies of attentional networks (2006, background): “These more recent accounts relate to the attentional trinit”
Behavioral and Brain Functions (2005, positive): “Children with ADHD often perform poorly on tasks requiring the sustained and systematic allocation of attention over periods of extended time [2].”
Effect of classroom-based physical activity interventions on academic and physical activity outcomes: a systematic review and meta-analysis (2017, result): “Overall results showed studies that reported improvements in cognitive function used measures with moderate to high levels of reliability and validity [67, 68].”
The impact of greening schoolyards on the appreciation, and physical, cognitive and social-emotional well-being of schoolchildren: A prospective intervention study (2018, methodology): “The SST has shown good test-retest reliability, r = 0.90, as well as convergent validity with other established attentional tests, r > 0.40 (Manly et al., 2001).”
A short physical activity break from cognitive tasks increases selective attention in primary school children aged 10–11 (2014, methodology): “Selective attention was assessed by the ‘Sky Search’ subtest of the Test of Every day Attention for Children (TEA-Ch) (16).”
Touch your toes! Developing a direct measure of behavioral regulation in early childhood (2008, neutral): “…for observer bias (Diamond, Kirkham, & Amso, 2002; Gathercole & Pickering, 2000; Hongwanishkul et al., 2005; Kochanska, Coy, & Murray, 2001; Manly et al., 2001; McCabe, Hernandez, Lara, & Brooks-Gunn, 2000; McCabe, Rebello-Britto, Hernandez, & Brooks-Gunn, 2004b; Pickering & Gathercole,…”
How specific are executive functioning deficits in attention deficit hyperactivity disorder and autism? (2004, methodology): “for Children (TEA-Ch; Manly et al., 2001).”
Development of human visual function. (2011, neutral): “Manny and Fern (1990) found that, even at 1 month, OKN eye movements were driven in the direction of ‘pattern motion’ perceived by adults, suggesting that such integration was occurring.”