{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/12166"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/12166","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"A confirmatory factor analytic comparison of the Test of Everyday Attention for Children","abstract":"Attention problems are prevalent worldwide and the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) continues to rise. In the school and community settings, many tests are used to assess for attention difficulties. The Test of Everyday Attention for Children (TEA-Ch) is one such test. However, the test was standardized on an Australian population, putting its generalizability to the U.S. population in question. This study included a confirmatory factor analysis (CFA) of the TEA-Ch on a U.S. sample of 158 children without identified attention problems and comparisons of demographic data. Analysis of the data revealed significant differences in TEA-Ch performance between age groups. However, there were no significant differences based on ethnicity, sex, or parents' education level. While several factor subtests did not correlate as expected, results of the latent factor structure of the test were consistent with those of previous studies and produced a three-factor structure model consisting of selective attention, sustained attention, and attentional control/shifting attention (χ2 (24) = 10.70, p > .05). Additional fit indices also supported the model. These results follow the theoretical models on which the TEA-Ch was based, including those of Posner and Peterson (1990) and Mirsky, Anthony, Duncan, Ahearn, and Kellam (1991). Similar results were found in a Chinese study supporting cross validity of the TEA-Ch in cultures very different from one another. The TEA-Ch serves as a useful tool in the assessment of attention and its unique format offers many advantages over other more commonly used assessments of attention. The results of this study can serve as preliminary standardization data for the use of the TEA-Ch in the U.S.","abstract_html":"Attention problems are prevalent worldwide and the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) continues to rise. In the school and community settings, many tests are used to assess for attention difficulties. The Test of Everyday Attention for Children (TEA-Ch) is one such test. However, the test was standardized on an Australian population, putting its generalizability to the U.S. population in question. This study included a confirmatory factor analysis (CFA) of the TEA-Ch on a U.S. sample of 158 children without identified attention problems and comparisons of demographic data. Analysis of the data revealed significant differences in TEA-Ch performance between age groups. However, there were no significant differences based on ethnicity, sex, or parents' education level. While several factor subtests did not correlate as expected, results of the latent factor structure of the test were consistent with those of previous studies and produced a three-factor structure model consisting of selective attention, sustained attention, and attentional control/shifting attention (χ2 (24) = 10.70, p > .05). Additional fit indices also supported the model. These results follow the theoretical models on which the TEA-Ch was based, including those of Posner and Peterson (1990) and Mirsky, Anthony, Duncan, Ahearn, and Kellam (1991). Similar results were found in a Chinese study supporting cross validity of the TEA-Ch in cultures very different from one another. The TEA-Ch serves as a useful tool in the assessment of attention and its unique format offers many advantages over other more commonly used assessments of attention. The results of this study can serve as preliminary standardization data for the use of the TEA-Ch in the U.S.","abstract_has_math":false,"creators":["Belloni, Kristen Cline"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Miller, Daniel"],"committee_members":["Mitchell, Angela","DeOrnellas, Kathy","Noah, Nancy"],"year":2011,"date_issued":"2011-05","date_published":"2011-05","updated_at":"2026-07-24T05:05:15Z","subjects":["Education","Psychology","ADHD","Attention deficit hyperactivity disorder","Child attention","Neuropsychology","Test of Everyday Attention"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/12166","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Miller, Daniel"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Mitchell, Angela","DeOrnellas, Kathy","Noah, Nancy"]},{"key":"dc:creator","label":"Author","values":["Belloni, Kristen Cline"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-02-12T16:16:37Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-02-12T16:16:37Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Psychology","ADHD","Attention deficit hyperactivity disorder","Child attention","Neuropsychology","Test of Everyday Attention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/12166"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Attention problems are prevalent worldwide and the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) continues to rise. In the school and community settings, many tests are used to assess for attention difficulties. The Test of Everyday Attention for Children (TEA-Ch) is one such test. However, the test was standardized on an Australian population, putting its generalizability to the U.S. population in question. This study included a confirmatory factor analysis (CFA) of the TEA-Ch on a U.S. sample of 158 children without identified attention problems and comparisons of demographic data. Analysis of the data revealed significant differences in TEA-Ch performance between age groups. However, there were no significant differences based on ethnicity, sex, or parents' education level. While several factor subtests did not correlate as expected, results of the latent factor structure of the test were consistent with those of previous studies and produced a three-factor structure model consisting of selective attention, sustained attention, and attentional control/shifting attention (χ2 (24) = 10.70, p > .05). Additional fit indices also supported the model. These results follow the theoretical models on which the TEA-Ch was based, including those of Posner and Peterson (1990) and Mirsky, Anthony, Duncan, Ahearn, and Kellam (1991). Similar results were found in a Chinese study supporting cross validity of the TEA-Ch in cultures very different from one another. The TEA-Ch serves as a useful tool in the assessment of attention and its unique format offers many advantages over other more commonly used assessments of attention. The results of this study can serve as preliminary standardization data for the use of the TEA-Ch in the U.S."]},{"key":"dc:title","label":"Title","values":["A confirmatory factor analytic comparison of the Test of Everyday Attention for Children"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Miller, Daniel"],"dc:contributor.committeemember":["Mitchell, Angela","DeOrnellas, Kathy","Noah, Nancy"],"dc:creator":["Belloni, Kristen Cline"],"dc:date.accessioned":["2020-02-12T16:16:37Z"],"dc:date.available":["2020-02-12T16:16:37Z"],"dc:date.issued":["2011-05"],"dc:description.abstract":["Attention problems are prevalent worldwide and the prevalence of Attention Deficit Hyperactivity Disorder (ADHD) continues to rise. In the school and community settings, many tests are used to assess for attention difficulties. The Test of Everyday Attention for Children (TEA-Ch) is one such test. However, the test was standardized on an Australian population, putting its generalizability to the U.S. population in question. This study included a confirmatory factor analysis (CFA) of the TEA-Ch on a U.S. sample of 158 children without identified attention problems and comparisons of demographic data. Analysis of the data revealed significant differences in TEA-Ch performance between age groups. However, there were no significant differences based on ethnicity, sex, or parents' education level. While several factor subtests did not correlate as expected, results of the latent factor structure of the test were consistent with those of previous studies and produced a three-factor structure model consisting of selective attention, sustained attention, and attentional control/shifting attention (χ2 (24) = 10.70, p > .05). Additional fit indices also supported the model. These results follow the theoretical models on which the TEA-Ch was based, including those of Posner and Peterson (1990) and Mirsky, Anthony, Duncan, Ahearn, and Kellam (1991). Similar results were found in a Chinese study supporting cross validity of the TEA-Ch in cultures very different from one another. The TEA-Ch serves as a useful tool in the assessment of attention and its unique format offers many advantages over other more commonly used assessments of attention. The results of this study can serve as preliminary standardization data for the use of the TEA-Ch in the U.S."],"dc:identifier.uri":["https://hdl.handle.net/11274/12166"],"dc:language.iso":["en_US"],"dc:subject":["Education","Psychology","ADHD","Attention deficit hyperactivity disorder","Child attention","Neuropsychology","Test of Everyday Attention"],"dc:title":["A confirmatory factor analytic comparison of the Test of Everyday Attention for Children"],"dc:type":["Dissertation"],"thesis:degree_discipline":["School Psychology"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:15Z"}