Test of Everyday Attention for Children Second Edition (TEA-Ch2): Understanding Your Child’s Everyday Focus

When a child struggles to focus at school, it’s easy to assume they’re “not trying.” In reality, attention is a complex skill. The Test of Everyday Attention for Children Second Edition (TEA-Ch2) is a standardized assessment that helps professionals understand how a child’s attention system is actually working in real-life situations, not just on paper tasks.

At OrbRom Center, this kind of detailed attention assessment is especially helpful for children who are struggling in busy classrooms, finding it hard to follow instructions, or being monitored for ADHD or other learning differences.

What Is the Test of Everyday Attention for Children Second Edition (TEA-Ch2)?

The Test of Everyday Attention for Children Second Edition (TEA-Ch2) is a play-based, evidence-based tool that looks at different types of attention using fun, game-like activities. Instead of simply asking a child to sit and “concentrate,” it measures:

• Selective attention – Can the child focus on important information while ignoring background noise or distractions?

• Sustained attention – Can they stay on task long enough to finish an activity or assignment?

• Attentional control and switching – Can they shift focus when the rules change, routines are interrupted, or the teacher gives a new set of instructions?

These areas are key for everyday life: listening to the teacher, completing homework, joining group work, and managing routines at home.

What Happens During a TEA-Ch2 Assessment?

A TEA-Ch2 session at OrbRom Center is designed to be child-friendly and low stress. A trained specialist guides the child through structured activities that might involve listening for certain sounds, spotting targets among distractions, or changing responses when the rule changes.

Throughout the Test of Everyday Attention for Children Second Edition (TEA-Ch2), the assessor looks not only at scores, but also at how the child approaches tasks:

• Do they rush and make careless mistakes?

• Do they give up quickly when something feels “too hard”?

• Do they need repeated prompts to stay on track?

This combination of standardized scoring and careful observation helps build a realistic picture of the child’s attention profile.

For many families, TEA-Ch2 is part of a broader package of developmental assessments that may also explore language, learning, behavior, or sensory processing.

How TEA-Ch2 Results Help Your Child

The real value of the Test of Everyday Attention for Children Second Edition (TEA-Ch2) is what happens after the assessment.

At OrbRom Center, results are used to:

• Clarify concerns about ADHD and attention difficulties and inform when a further ADHD assessment is appropriate.

• Identify patterns of executive dysfunction, such as difficulty planning, organizing, or shifting between tasks.

• Guide teachers and parents toward practical strategies—visual schedules, shorter tasks, clear step-by-step instructions, and movement or sensory breaks.

• Plan individualized intervention, including one-on-one assessments and follow-up support and ongoing ADHD support in Cambodia.

When attention challenges are properly understood, children are less likely to be seen as “lazy” or “naughty” and more likely to receive the support they truly need, both at school and at home.

Why Choose OrbRom Center for TEA-Ch2 and Attention Assessments?

Families come to OrbRom Center because they want more than a label. They want a clear explanation and a practical plan.

Using tools like the Test of Everyday Attention for Children Second Edition (TEA-Ch2) as part of a comprehensive assessment process, the team works with parents and schools to design realistic strategies and classroom accommodations. This might include seating changes, structured routines, or targeted intervention to improve focus and self-regulation.

For children in Phnom Penh who are struggling to pay attention, falling behind academically, or being observed for ADHD, TEA-Ch2 provides a meaningful, research-based starting point for support.