Standardization of the normative group for the third version of the test of visual attention - TAVIS

Abstract

Despite the importance of objective measures of attention to clinical practice, there is a paucity of Brazilian standardized tests.ObjectiveThe aim of the present study was the standardization of a normative group for the third version of a computerized test of visual attention (TAVIS-3), developed to evaluate children and adolescents in the 6 to 17 years age range.Methods631 students from 3 schools in Rio de Janeiro city were assessed with TAVIS-3, administered by experienced psychologists, following parents’ authorization.ResultsThe normative groups were determined considering performance of different age groups: from 6 to 10 years (with scores for 5 different ages); from 11 to 12 and from 13 to 17 years. Three tasks (focused, shifted and sustained attention) were standardized for each age group.ConclusionThe standardization of a normative group for TAVIS-3 discriminated performance ranges for distinct age groups, allowing its use as a neuropsychological assessment of attention.

Neuropsychological assessment before and after radiotherapy in a child with an intracranial tumor: case report

“…(TAVIS-3), 14 showed a lower than expected degree of selective attention and normal sustained attention.…”

“…Visual attention was normal in all aspects (selective, sustained, and shifted). Two of the three tasks of the TAVIS-3 14 showed slowness in reaction time. Visual and auditory-verbal aspects of memory were within normal…”

Avaliação neuropsicológica das funções executivas e da atenção em crianças com transtorno do déficit de atenção/hiperatividade (TDAH)

“…Envolve a habilidade de filtrar uma informação particular e é mais fácil quando existem pistas que ajudam a salientar o estímulo alvo de outros distratores. A denominação seletiva é utilizada por muitos, também, como atenção focada, que se relaciona, mais especificamente à capacidade de percepção e resposta a um estímulo de cada vez (30,31,32,33,35) .…”

“…A atenção alternada refere-se à capacidade de mudar o foco de atenção entre tarefas com demandas cognitivas diferentes, determinandose, assim, à qual informação se prestará atenção, num dado momento. Esse termo é utilizado para se definir a capacidade de flexibilidade mental, permitindo-se mudar a atenção de um determinado teste para outro com diferentes solicitações cognitivas (30,31,32,33) . (30,31,32,33) .…”

“…Acreditamos que muitas destas disparidades estão relacionadas com o tipo de teste escolhido, mas também com a população avaliada, (8,34,35) . (30,33,34,43,46) (33,34,50,64) . (80,81,82,83) .…”