TEST

Brief Auditory Attention Test (BAAT)

Selective and divided attention in the auditory modality

Digital version inspired by the Brief Test of Attention by Schretlen et al. (1996). In under 10 minutes, it assesses the ability to filter irrelevant information and maintain mental counting under interference, in a modality accessible to users with visual or motor difficulties.

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20

ITEMS (10 + 10)

4–18

SERIES LENGTH

1 s

SOA PER STIMULUS

<10 min

TOTAL DURATION

WHAT THE TEST IS

Filtering the auditory stream under constant interference

Inspired by the Brief Test of Attention (Schretlen et al., 1996), the BAAT asks the user to mentally count only one class of stimuli —letters or numbers— while ignoring the other class within the same auditory stream. This is analogous to the divided attention required by conversations in noisy environments.

It involves the attentional filter (Broadbent, 1952), auditory working memory, and inhibitory control. It correlates with complex attention tests such as Stroop or TMT-B (Schretlen et al., 1996). Its auditory modality makes it especially useful for users with visual or motor limitations where paper-and-pencil tests are not feasible.

HOW IT IS ADMINISTERED

Counting letters or numbers within alphanumeric strings

The test auditorily presents alphanumeric strings (e.g., “M-6-3-R-2”) at a speed of 1 stimulus per second. In the Letters Subtest, the user must count only the letters while ignoring the numbers; in the Numbers Subtest, the reverse. The series increase from 4 to 18 characters across 10 items per subtest.

At the end of each series, the user responds verbally with the total number counted, and the professional records it on screen. There is a 5-second limit to respond; otherwise, it is counted as an omission. Each subtest is preceded by a practice block.

WHAT THE TEST MEASURES

Indicators and their interpretation

Hits, errors, and omissions are recorded separately for each subtest, in addition to the total score (max. 20). The analysis distinguishes impulsivity (many errors, few omissions) from slowness (many omissions).

Letters subtest hits

Correctly counted series (max. 10). It reflects auditory selective attention and working memory for verbal material.

High hits: preserved auditory filtering and counting under load.
Low hits: distractibility or working memory failure.

Numbers subtest hits

Correctly counted series in the second block (max. 10). Measures the same ability with numerical stimuli.

L/N dissociation: suggests a specific preference or bias in verbal vs. numerical processing.

Errors

Responses within the time limit but with incorrect counting. Errors in short series are clinically more serious than in long series.

Many errors: impulsivity, uninhibited interference.
Few errors: high accuracy in selective attention.

Omissions

Series with no response within the 5-second limit. It helps separate cognitive slowness (omissions) from impulsivity (errors).

Many omissions: cognitive slowness, uncertainty, attentional lapses.
Few omissions: adequate response pace.

Total score (0–20)

Sum of hits in both subtests. Global measure of auditory attentional system efficiency.

19–20: intact selective and divided attention.
< 15: alert marker, suggesting significant attentional deficit.

Error vs. omission pattern

Qualitative analysis of the balance between errors and omissions. Especially informative for distinguishing clinical profiles.

Predominance of errors: impulsive pattern (typical of frontal lesion).
Predominance of omissions: slowing (typical of MS or Parkinson’s).

REFERENCES

Bibliography

Schretlen, D., Bobholz, J. H., & Brandt, J. (1996). Development and psychometric properties of the Brief Test of Attention. The Clinical Neuropsychologist, 10(1), 80–89.
Broadbent, D. E. (1952). Listening to one of two synchronous messages. Journal of Experimental Psychology, 44(1), 51–55.
Petersen, S. E., & Posner, M. I. (2012). The attention system of the human brain: 20 years after. Annual Review of Neuroscience, 35, 73–89.
Sohlberg, M. M., & Mateer, C. A. (1987). Effectiveness of an attention training program. Journal of Clinical and Experimental Neuropsychology, 9(2), 117–130.
Cooley, E. L., & Morris, R. D. (1990). Attention in children: A neuropsychologically based model. Developmental Neuropsychology, 6(3), 239–274.