scholarly journals How Do ImPACT Quick Test Scores Compare with ImPACT Online Scores in Non-Concussed Adolescent Athletes?

2020 ◽  
Vol 35 (3) ◽  
pp. 326-331 ◽  
Author(s):  
R J Elbin ◽  
Nathan R D’Amico ◽  
Matthew McCarthy ◽  
Melissa N Womble ◽  
Sydne O’Connor ◽  
...  
Keyword(s):  
High School ◽  
Test Scores ◽  
Cognitive Testing ◽  
Online Version ◽  
High School Athletes ◽  
Post Injury ◽  
Quick Test ◽  
Significant Relationships ◽  
The Impact ◽  
D 72

Abstract Objective To compare neurocognitive scores between the Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) Quick Test (QT) and Online Versions in non-concussed high school athletes. Methods A sample of 47 high school athletes completed the ImPACT Online Version pre-season and the ImPACT QT approximately 3 months later. Paired sample t-tests and Pearson’s correlations examined differences and relationships between the ImPACT batteries. Results The ImPACT QT scores were significantly higher for performance on the Three Letters: Average Counted (p < .001, d = .88), Three Letters: Average Counted Correctly (p < .001, d = .80), and Symbol Match: Correct RT Visible (p < .001, d = .72), and Symbol Match: Correct RT Hidden (p = .002, d = .50) subtests. There were significant relationships for Three Letters: Average Counted (r = .85, p < .001), Three Letters: Average Counted Correctly (r = .82, p < .001), and Symbol Match: Total Correct Hidden (r = .40, p = .006) subtests. Conclusions Post-injury evaluation data using ImPACT QT should be compared to normative referenced data, and not to pre-season data from the ImPACT Online Version.

One-Year Test-Retest Reliability of the Online Version of ImPACT in High School Athletes

2011 ◽  
Vol 39 (11) ◽  
pp. 2319-2324 ◽  
Author(s):  
R.J. Elbin ◽  
Philip Schatz ◽  
Tracey Covassin
Keyword(s):  
High School ◽  
Verbal Memory ◽  
Visual Memory ◽  
Online Version ◽  
Neurocognitive Performance ◽  
High School Athletes ◽  
Stable Measure ◽  
Motor Processing ◽  
Test Retest Reliability ◽  
The Impact

Background: The ImPACT (Immediate Post-Concussion Assessment and Cognitive Testing) neurocognitive testing battery is a popular assessment tool used for concussion management. The stability of the baseline neurocognitive assessment is important for accurate comparisons between postconcussion and baseline neurocognitive performance. Psychometric properties of the recently released online version of ImPACT have yet to be established; therefore, research evaluating the reliability of this measure is warranted. Purpose: The authors investigated the 1-year test-retest reliability of the ImPACT online version in a sample of high school athletes. Study Design: Case series; Level of evidence, 4 Methods: A total of 369 varsity high school athletes completed 2 mandatory preseason baseline cognitive assessments approximately 1 year apart as required by their respective athletics program. No diagnosed concussion occurred between assessments. Results: Intraclass correlation coefficients (ICCs) for ImPACT online indicated that motor processing speed (.85) was the most stable composite score, followed by reaction time (.76), visual memory (.70), and verbal memory (.62). Unbiased estimates of reliability were consistent with ICCs: motor processing speed (.85), reaction time (.76), visual memory (.71), and verbal memory (.62). Conclusion: The online ImPACT baseline is a stable measure of neurocognitive performance across a 1-year time period for high school athletes. These reliability data for online ImPACT are higher than the 2-year ICCs previously reported from the desktop version. Clinical Relevance: It is recommended that the ImPACT baseline assessment (both desktop and online) continue to be updated every 2 years. The online version of ImPACT appears to be a stable measure of neurocognitive performance over a 1-year period, and systematic evaluation of its stability over a 2-year period is warranted.

scholarly journals A-110 Are Invalid Baselines More Frequent in those with Concussion History?

2020 ◽  
Vol 35 (6) ◽  
pp. 903-903
Author(s):  
Maietta J ◽  
Hopkins N ◽  
Maietta L ◽  
Flood S ◽  
Johnson L ◽  
...  
Keyword(s):  
High School ◽  
Test Performance ◽  
Impact Testing ◽  
Cognitive Testing ◽  
Return To Play ◽  
Future Research ◽  
High School Athletes ◽  
History Of ◽  
Concussion History ◽  
The Impact

Abstract Objective The Immediate Post-concussion Assessment and Cognitive Testing (ImPACT) is a commonly utilized measure for sports concussion. Across the literature we have reviewed there is an abundance of information that focuses on invalid baselines and the effects of concussions. Yet, no previous studies have investigated the effect of a history of concussion on frequency of invalid baselines. The current study examined these effects within high school athletes. Methods Participants included 47,874 high school athletes (mean age = 15.0, SD = 1.2; mean education = 9.0; SD = 1.5; 42.6% female). These athletes were selected from a larger database of athletes who completed baseline ImPACT testing from 2008–2016. Self-reported history of concussion (none vs. 1+) was obtained from the demographic section of the ImPACT. Invalid performance was based on standard ImPACT criteria (“Baseline++”). Results Chi-square tests of homogeneity were performed to assess differences in invalid baselines between those with and without a history of concussion. Results revealed significantly more invalid baselines for those with a history of concussion (p < .01). Conclusions Results indicate that high school athletes with a self-reported history of concussion may be more likely to have invalid baseline test performance. Based on these preliminary results, clinicians who are managing return-to-play decisions may want to take into account concussion history when interpreting baseline data. Future research should, of course, investigate whether this result is consistent in other samples and, if so, whether alternative validity criteria may be needed. Future investigations of athletes with confirmed clinical diagnosis of concussion is an important next step in investigating differences in rates of invalid baselines.

scholarly journals The Impact of Competitive Markets on Recruiting: Lessons from Collegiate Athletics

2018 ◽  
Vol 79 (1) ◽  
pp. 25-35
Author(s):  
Cary A. Caro
Keyword(s):  
High School ◽  
Labour Market ◽  
College Athletics ◽  
College Football ◽  
Collegiate Athletics ◽  
High School Athletes ◽  
New Markets ◽  
Brand Recognition ◽  
Football Programs ◽  
The Impact

AbstractConference realignment in NCAA college athletics impacted traditional rivalries and affiliations as it took shape from 2010 to 2013. As schools traded conferences, their college football programs were left to compete against new foes, and in new markets for high school athletes. The impact of brand recognition, prestige, and new conference affiliation on recruiting are examined herein. The findings of the market competitive externalities are important for every labour market in which business opt to compete.

The Quick Test as a Predictive Instrument for College Success

1977 ◽  
Vol 41 (3) ◽  
pp. 759-762 ◽  
Author(s):  
Joseph C. Pentecoste ◽  
William F. Lowe
Keyword(s):  
High School ◽  
Test Scores ◽  
College Success ◽  
Aptitude Test ◽  
Grade Point ◽  
First Semester ◽  
Quick Test ◽  
Midwestern University ◽  
Predictive Instrument ◽  
High School Rank

Three forms of the QT (1, 2, and 3) were administered to a randomly selected sample of 42 black entering freshmen at a Midwestern university. Scholastic Aptitude Test scores and high school rank were also used as predictor variables for grade point average. The results indicated that the Quick Test provides a better prediction of first semester college grades than either high school rank or the aptitude test scores.

scholarly journals Selective Schools and Academic Achievement

2010 ◽  
Vol 10 (1) ◽  
Author(s):  
Damon Clark
Keyword(s):  
High School ◽  
Test Scores ◽  
School Attendance ◽  
Assignment Test ◽  
School Students ◽  
Positive Effects ◽  
University Enrollment ◽  
Selective Schools ◽  
The Impact ◽  
Selective School

Abstract In this paper I consider the impact of attending a selective high school in the UK. Students are assigned to these schools on the basis of a test taken in primary school and, using data on these assignment test scores for a particular district, I exploit this rule to estimate the causal effects of selective schools on test scores, high school course taking and university enrollment. Despite the huge peer advantage enjoyed by selective school students, I show that four years of selective school attendance generates at best small effects on test scores. Selective schools do however have positive effects on course-taking and, more suggestively, university enrollment, evidence suggesting they may have important longer run impacts.

scholarly journals Age-Related Differences in Neuropsychological Testing Among High School Athletes

2009 ◽  
Vol 44 (4) ◽  
pp. 405-409 ◽  
Author(s):  
Tamerah N. Hunt ◽  
Michael S. Ferrara
Keyword(s):  
High School ◽  
Test Scores ◽  
Neuropsychological Tests ◽  
Neuropsychological Test ◽  
Trail Making Test ◽  
High School Athletes ◽  
Neuropsychological Test Battery ◽  
9Th Grade ◽  
Trail Making ◽  
Baseline Testing

Abstract Clinicians have questioned the need to obtain annual baseline neuropsychological tests in high school athletes. If no difference among academic grades exists, annual baseline testing may not be necessary.Context: To examine differences at baseline testing on pencil-and-paper neuropsychological tests among grade levels in high school athletes.Objective: Cross-sectional, between-groups design.Design: Schools participating in a Georgia high school athletics association.Setting: High school football players (n  =  198) in the 9th through 12th grades, with a mean age of 15.78 ± 1.16 years.Patients or Other Participants: Participants were divided into 4 groups by grade and were administered a symptom checklist and brief neuropsychological test battery. Grade level served as the independent variable. Symptom and individual test scores within the neuropsychological test battery served as dependent variables.Main Outcome Measure(s): Differences were noted among grades on the Trail Making Test A (F3,194  =  3.23, P  =  .024, η2  =  0.048), Trail Making Test B (F3,194  =  3.93, P  =  .009, η2  =  0.057), Symbol Digit Modalities Test (F3,194  =  4.38, P  =  .005, η2  =  0.064), dominant tap (F3,194  =  3.14, P  =  .026, η2  =  0.046), and nondominant tap (F3,194  =  4.902, P  =  .003, η2  =  0.070). Using the Bonferroni correction (P ≤ .00625), we found differences between the 9th grade and 11th and 12th grades.Results: Baseline neuropsychological test scores in high school athletes improved as a function of age, with differences between the 9th grade and 11th and 12th grades. Because the differences were driven by 9th-grade test scores, baseline testing should be completed, at minimum, upon entrance into 9th and 10th grades; however, annual testing is still recommended until additional research is conducted.Conclusions:

A Prospective Evaluation on the Effects of One High School Football Season on Neurocognitive Test Scores in High School Football Athletes

2017 ◽  
Vol 22 (5) ◽  
pp. 49-55 ◽  
Author(s):  
Rachele E. Vogelpohl ◽  
Rachel A. Lindsey ◽  
Christopher D. Stickley ◽  
Ronald K. Hetzler ◽  
Whitney Williams ◽  
...  
Keyword(s):  
High School ◽  
Verbal Memory ◽  
Test Scores ◽  
Impact Test ◽  
Neurocognitive Function ◽  
Composite Score ◽  
Neurological Dysfunction ◽  
High School Football ◽  
Neurocognitive Test ◽  
The Impact

Subconcussive head impacts do not result in outward signs of neurological dysfunction, however they may have an effect on neurocognitive function. Limited research has indicated that negative changes in neurocognitive function occurs in high school football athletes as a result of one season of football. The purpose of this study was to prospectively evaluate the effects of one season of high school football on neurocognitive test scores. Results revealed a significant group and time interaction effect (p < .001) for the Verbal Memory composite score of the ImPACT test. Further analysis revealed a significant difference in the Verbal Memory score between groups at postseason (p < .01), with the football group scoring lower than the low contact group. It appears that one season of high school football may have a negative effect on the Verbal Memory composite score of the ImPACT test in high school football athletes.

Comparison of neuropsychological test scores of high school athletes in high and low contact sports: A replication study

2016 ◽  
Vol 7 (1) ◽  
pp. 14-20 ◽  
Author(s):  
William T. Tsushima ◽  
Andrea M. Siu ◽  
Nozomi Yamashita ◽  
Ross S. Oshiro ◽  
Nathan M. Murata
Keyword(s):  
High School ◽  
Test Scores ◽  
Neuropsychological Test ◽  
Replication Study ◽  
High School Athletes ◽  
Contact Sports

The Impact of Concussion Education on Injury Disclosure in High School Athletes: A Critically Appraised Topic

2021 ◽  
pp. 1-4
Author(s):  
Alyson Hansbarger ◽  
Ryan Thomson ◽  
Jamie L. Mansell ◽  
Ryan T. Tierney
Keyword(s):  
High School ◽  
Positive Impact ◽  
High School Athletes ◽  
Bottom Line ◽  
Reporting Behaviors ◽  
Recovery Times ◽  
The Impact ◽  
Impact Injury ◽  
Positive Results ◽  
Concussion Education

Clinical Scenario: Sport-related concussions are common injuries during sport-related activities. Evaluations of these injuries involve symptom reporting. Unfortunately, concussion symptoms are widely underreported by athletes, and can lead to longer recovery times. Concussion education programs were created to encourage reporting of symptoms by athletes. Clinical Question: Does concussion education impact injury disclosure in high school athletes? Summary of Key Findings: Three studies were included in this appraisal. Two studies utilized an educational lecture, and one study utilized an informational video providing the concussion education. All three studies found significant increases in injury history disclosure from pre-education to immediate post-education. Clinical Bottom Line: There is moderate evidence to support the idea that education has a positive impact on concussion reporting behaviors. These studies found positive results immediately following concussion education therefore it may be beneficial to provide concussion education several times a year. Strength of Recommendation: There is Level B evidence to support the idea that implementing concussion education will impact concussion reporting behaviors as it pertains to injury history disclosure.

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