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- Selective and Sustained Attention Test (TUS)
Selective and Sustained Attention Test (TUS)
Selective and sustained attention
Selective and Sustained Attention Test (TUS) assesses selective and sustained attention. The student follows a specific target among distractors over an extended period. Both the number of correct responses and the decline in performance over time are evaluated, which is what separates starting attention from sustaining it.
What it makes visible
- Shows the shape of performance over time, not only the total score.
- A marked drop towards the end points to a difficulty with sustaining rather than initiating.
- The most condition-sensitive instrument in the set: sleep, time of day and noise all move the result.
Scope and limits
This is a screening and assessment instrument; it does not make a clinical diagnosis. The exact scope of use must be verified against the relevant instrument form, its norm group and the conditions of administration.
TUS at a glance
| Assessment area | ASA — Academic Skills and Attention |
|---|---|
| Measures | Selective and sustained attention |
| Duration | 15–20 min |
| Level | Primary, Lower secondary, Upper secondary |
| Administered by | School counsellor |
| Format | Individual / group / digital |
| Follow-up | Re-assessment after 3–6 months where appropriate |
Focus of the area
Assessing, in a structured way, how a student sustains attention, processes visual information, builds patterns and solves problems.
Scenarios that include this instrument
Frequently asked questions
No. This is a screening and assessment instrument; it does not diagnose. The result is only a signal about whether a more detailed assessment is warranted.
Attention performance is affected by sleep, anxiety, motivation and physical state. This is why a repeat measurement after three to six months is recommended where relevant.
It can, but that information must be taken into account when the result is interpreted, and the conditions of administration must be recorded.
Scope note
This structure is designed to support assessment, screening and guidance processes — not to make a clinical diagnosis. The aim is not to diagnose but to know the student more accurately, follow their development and identify the support they need in time.