Establishing Test–Retest Reliability and Reliable Change for the King–Devick Test in High School Athletes

ObjectiveTo determine the test-retest reliability of ImPACT baseline tests across different schools within the same larger concussion management program.BackgroundImPACT is the most widely used concussion management cognitive testing tool. Baseline testing is often required for high school sports participation. Typically, testing occurs every 2 years based on test-retest reliability statistics in previous studies. Demographic and environmental factors, such as age, sex, number of participants, and supervision, all impact baseline performance. Studies to date have not examined test-retest differences across testing sites, such as between school differences.Design/MethodsCross-sectional retrospective design. Valid baseline tests from high school athletes over a 2-year interval were included. Participants who experienced concussions prior to or between tests were excluded. A total of 979 student athletes from 5 schools were included. The Intra-class correlations were determined over a 2-year period for each ImPACT composite score and school.ResultsICC estimates averaged between schools reflected good reliability for visual-motor speed (0.833), visual memory (0.673) and reaction time (0.615) over the two-year period. Verbal memory (0.586) and impulse control (0.556) were less reliable. Between schools a greater range of composite reliability was observed for reaction time (0.484–0.730) and impulse control (0.461–0.655) compared to verbal memory (0.534–0.637), visual memory (0.61–0.719), and visual-motor speed (0.769–914).ConclusionsAs previously established, reliability of ImPACT baselines vary by composite. This study revealed that reliability also varies by setting, as different schools yielded different ICCs. Consistent with the literature, the most reliable measure was visual-motor speed. The greatest difference in reliability between schools was for reaction time. These results suggest that test setting and environment affect reliability of ImPACT baseline scores, with varying effects per composite. Attention must be paid to environmental setting to improve reliability of baseline cognitive test performance to maximize athlete safety.

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Examining Test-Retest Reliability and Reliable Change for Cognition Endpoints for the CENTER-TBI Neuropsychological Test Battery

Frontiers in Neurology ◽

10.3389/fneur.2020.541533 ◽

2020 ◽

Vol 11 ◽

Author(s):

Jonas Stenberg ◽

Justin E. Karr ◽

Rune H. Karlsen ◽

Toril Skandsen ◽

Noah D. Silverberg ◽

...

Keyword(s):

Neuropsychological Test ◽

Test Battery ◽

Reliable Change ◽

Retest Reliability ◽

Neuropsychological Test Battery ◽

Test Retest Reliability

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ERRATUM

Journal of the International Neuropsychological Society ◽

10.1017/s1355617702993999 ◽

2002 ◽

Vol 8 (3) ◽

pp. 481-481

Author(s):

WILLIAM B. BARR ◽

MICHAEL McCREA

Keyword(s):

Confidence Interval ◽

Sensitivity And Specificity ◽

Neurocognitive Testing ◽

Reliable Change ◽

Retest Reliability ◽

Sports Concussion ◽

The Third ◽

Test Retest Reliability

The following is a correction for an error that occurred in the Journal of the International Neuropsychological Society, Vol. 7, No. 6. The error occurred in the article titled “Sensitivity and specificity of standardized neurocognitive testing immediately following sports concussion,” pp. 693–702, by Barr and McCrea. On page 696, under the subheading “Test-Retest Reliability and Reliable Change Cut-off Scores”, the confidence interval in the third sentence should read “−2.21, +2.59”, rather than “±2.59”.

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

The American Journal of Sports Medicine ◽

10.1177/0363546511417173 ◽

2011 ◽

Vol 39 (11) ◽

pp. 2319-2324 ◽

Cited By ~ 118

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.

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Effect of Multimodal Instructional Approach on Students’ Academic Performance in The Concept of Biological Classification

Journal of Education and Practice ◽

10.47941/jep.574 ◽

2021 ◽

Vol 5 (1) ◽

pp. 36-51

Author(s):

Ezekiel Ayimbila Akotuko ◽

Alexander Nii Moi Pappoe ◽

James Awuni Azure ◽

Yaw Ameyaw

Keyword(s):

High School ◽

Academic Performance ◽

Science Teachers ◽

Senior High School ◽

Control Group ◽

Instructional Approach ◽

Retest Reliability ◽

Biological Classification ◽

Test Retest Reliability ◽

Experimental Group

Purpose: This study investigated the effect of Multimodal Instructional Approach on students’ academic performance in the concept of Biological Classification at Navrongo Senior High School, generally, and on gender basis. Methodology: The study adopted quasi-experimental research design. The sample comprised of 100 Navrongo Senior High School Form Two Gold Track and Green Track science students. Students from the Gold Track and Green Track were designated experimental group and control group respectively. Each group was made up of 25 males and 25 females. Pretest was administered to all the participants. The experimental group was taught using Multimodal Instructional Approach. The control group was taught using Discussion as the teaching method. A posttest was administered to both groups to determine the effectiveness of the treatment. The reliability of the test items was determined using test-retest reliability coefficient. The test-retest reliability coefficients of the instruments were found to be 0.73 and 0.78 for the pretest and posttest respectively. The data obtained were analysed using independent sample t-test. Results: The pretest test scores revealed that the students were homogeneous in terms of performance. Posttest results of students in the experimental group were significantly higher than the control group. There was no significant difference in the performance of males and females. The results of the posttest revealed that the use of MIA in teaching biological classification was more effective than discussion method. Unique contribution to theory, practice and policy: This study recommended that Biology teachers in NSHS should be encouraged to teach Biological Classification using MIA in order to improve the academic performance of both male and female students. School authority should invite educational technologists, instructional materials technicians and computer experts to help science teachers of NSHS on how to incorporate ICT in teaching science subjects.

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