Análisis descriptivo de la batería Test of Everyday Attention (TEA-Ch) en población infantil española de Educación Primaria

• Alexandra Pardos ^[2] ; Javier Quintero ^[1] ; Pilar Zuluaga ^[1] ; Alberto Fernández ^[1]
  1. [1] Universidad Complutense de Madrid

     Universidad Complutense de Madrid

     Madrid, España

     
  2. [2] Centro de Neuropsicología Alexandra Pardos, Madrid, España
• Localización: Actas españolas de psiquiatría, ISSN 1139-9287, Vol. 44, Nº. 5 (Septiembre-Octubre 2016), 2016, págs. 183-192
• Idioma: español
• Títulos paralelos:
  • Descriptive analysis of the Test of Everyday Attention for Children in a Spanish Normative Sample
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    Introducción.

    La batería Test of Everyday Attention for Children(TEA-Ch) ha sido validada en distintos países demostrando que es un instrumento con un correcto equilibrio entre fiabilidad y tiempo. Dada la escasez de instrumentos de evaluación fiables en nuestro idioma para población infantil decidimos explorar la versión española de la TEA-Ch.

    Metodología.

    Se administró la versión A de la TEA-Ch a una muestra control de 133 niños españoles de 6 a 11 años, escolarizados en la Comunidad de Madrid. Se seleccionaron al azar cuatro niños por curso de Educación Primaria, distribuyendo el sexo de forma equivalente. Para establecer un perfil de la muestra, se realizó un análisis descriptivo y una comparación por edades y sexo en cada una de las subpruebas de la TEA-Ch (A). Para analizar el efecto de la edad, los sujetos fueron agrupados en seis grupos: 6, 7, 8, 9, 10 y 11 años.

    Resultados.

    Este primer análisis descriptivo demuestra la presencia de efectos de la edad en todas las variables, debidos a un “salto” importante en el rendimiento de los niños entre los 6 y los 7 años. El efecto del factor sexo sólo fue significativo en dos pruebas de atención visual (Caza de naves y Mapa) y el de la interacción edad y sexo en la prueba de doble tarea (Hacer dos cosas a la vez).

    Conclusiones.

    Los resultados sugieren que la versión española de la TEA-Ch (A) podría ser un instrumento útil para evaluar las funciones atencionales en población infantil española.

  • English

    Introduction.

    Test of Everyday Attention for Children (TEA-Ch) has been validated in different countries demonstrating that it is an instrument with a correct balance between reliability and duration. Given the shortage of trustworthy instruments of evaluation in our language for infantile population we decide to explore the Spanish version of the TEA-Ch.

    Methods.

    We administered TEA-Ch (version A) to a sample control of 133 Spanish children from 6 to 11 years enrolled in school in the Community of Madrid. Four children were selected at random by course of Primary Education, distributing the sex of equivalent form. Descriptive analysis and comparison by ages and sex in each of the TEA-Ch ́s subtests were conducted to establish a profile of the sample. In order to analyze the effect of the age, subjects were grouped in six sub-samples: 6, 7, 8, 9, 10 and 11 years-old.

    Results.

    This first descriptive analysis demonstrates age exerted a significant effect on each measure, due to an important “jump” in children ́s performance between 6 and 7 years-old. The effect of sex was significant only in two visual attention measures (Sky Search & Map) and interaction age and sex exerted a significant effect only in the dual task (Score DT).

    Conclusions.

    The results suggest that the Spanish version of the TEA-Ch (A) might be a useful instrument to evaluate attentional processes in Spanish child population.

• Referencias bibliográficas
  • 1. Tudela P. Atención. En: Trespalacios J, Tudela P, eds. Atención y Percepción. Madrid: Alhambra; 1994. p. 119-162.
  • 2. Posner MI, Petersen SE. The attention system of the human brain. Annu Rev Neurosci. 1990;13:25-42.
  • 3. Posner MI, Raichle ME. Images of mind. New York: Scientific American Library; 1994.
  • 4. Baddeley AD. Working Memory. Philosophical Transanctions of the Royal Society. 1991;302:311-24.
  • 5. Burgess PW, Shallice T. Bizarre responses, rule detection and frontal lobe lesions. Cortex. 1996;32:241 259.
  • 6. Wilson BA, Alderman N, Burgess PW, Emslie H, Evans J. Behavioral Assessment of the Dysexecutive Syndrome. Bury St Edmunds, U.K.: Thames...
  • 7. Korkman M, Kirk U, Kemp SL. NEPSY—A developmental neuropsychological assessment. San Antonio, TX: The Psychological Corporation; 2000.
  • 8. Klenberg L, Korkman M, Lahti-Nuuttila P. Differential development of attention and executive functions in 3to 12-year-old Finnish children....
  • 9. Hooks K, Milich R, Lorch E. Sustained and selective attention in boys with attention deficit hyperactivity disorder. J Clin Child Psychol....
  • 10. Wilding C, MacMahon G, Palmer S. Setting up a Counselling and Psychoteraphy Practice. New York: Routledge; 2005.
  • 11. Heaton SC, Reader SK, Preston AS, Fennell EB, Puyana OE, Gill N, et al. The Test of Everyday Attention for Children (TEA-Ch): Patterns...
  • 12. Johnston C, Mash EJ. Families of children with attention-deficit/hyperactivity disorder: Review and recommendations for future research....
  • 13. Manly T, Nimmo-Smith I, Watson P, Anderson V, Turner A, Robertson IH. The Differential Assessment of Children’s Attention: The Test of...
  • 14. Chan RCK, Wang YJ, Leung, WWY, Moke MYK. A psychometric study of the Test of Everyday Attention for Children in the Chinese setting. Arch...
  • 15. Reynolds CR, Kamphaus RW. BASC ADHD Monitor. Circle Pines, MN: American Guidance Service; 1998.
  • 16. Conners CK, Staff MHS. Continuous Performance Test II (CPT-II) computer programs for Windows technical guide and software manual. Noth...
  • 17. Wilkins AJ, Shallice T, McCarthy R. Frontal lesions and sustained attention. Neuropsychologia. 1987;25:359-65.
  • 18. Robertson IH, Manly T, Andrade J, Baddeley BT, Yiend J. Oops!: Performance correlates of everyday attentional failures in traumatic brain...
  • 19. Mezzacappa E. Alerting, orienting and executive attention: Developmental properties and socio-demographic correlates in an epidemiological...
  • 20. Tamnes CK, Ostby Y, Fjell AM. Heterogeneity in subcortical brind development: A structural magnetic resonance imaging study of brain maturation...
  • 21. Karama S, Ad-Dab’bagh Y, Haier RJ, Deary IJ, Lyttelton OC, Lepage C, et al. Positive association between cognitive ability and cortical...
  • 22. Barnea-Goraly N, Menon V, Eckert M, Tamm L, Bammer R. White Matter Development During Chilhood and Adolescence: A Crosssectional Diffusion...
  • 23. Barkley RA. Attention Deficit/Hyperactivity Disorder, selfregulation and time: Toward a more comprehensive theory. J Dev Behav Pediatr.1998;18:271-9.
  • 24. Gomes H, Molholm S, Christodoulou C, Ritter W, Cowan N. The development of auditory attention in children. Front Biosci. 2000;5:108-20.