The Relation Between Testing Environment and Baseline Performance in Child and Adolescent Concussion Assessment

Vaughan, Christopher G.; Gerst, Elyssa H.; Sady, Maegan; Newman, Julie Bapp; Gioia, Gérard A.

doi:10.1177/0363546514531732

Cited by 37 publications

(28 citation statements)

References 17 publications

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“…18 The ImPACT battery also can be administered in a group setting without decreasing the validity of each composite score. 19 Overall, due to ImPACT's validity, convenience of administration, and heightened popularity among high schools, it was the ideal neuropsychological battery to examine.…”

Section: Neuropsychological Battery: Impactmentioning

confidence: 99%

An Examination of Adolescent Athletes and Nonathletes on Baseline Neuropsychological Test Scores

Tomczyk

Mormile

Wittenberg

et al. 2018

Journal of Athletic Training

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Context: An estimated 15.3 million adolescent students are enrolled in US high schools, with approximately 7.8 million participating in athletics. Researchers have examined various demographics in high school athletes; however, athletic participation may play a larger role in test performance than previously thought. Currently, investigations of concussion assessment may rely on uninjured athletes as controls. However, due to the intense nature of athletics, this may not be an appropriate practice. Objective: To examine differences between athletes and nonathletes using a common computerized neuropsychological test. Design: Retrospective cross-sectional study. Setting: High schools from a school district in Columbus, Ohio. Patients or Other Participants: A total of 662 adolescent high school students (athletes: n = 383, female n = 18; nonathletes: n = 279, female n = 193). Main Outcome Measure(s): Participants were administered a computerized neuropsychological test battery (Immediate Post-Concussion Assessment and Cognitive Test [ImPACT]) during baseline concussion assessment. Differences between groups were established for output composite scores. Results: Differences were found between athletes and nonathletes in composite reaction time (F1,522 = 14.855, P < .001) and total symptom score (F1,427 = 33.770, P < .001). Nonathletes reported more symptoms, whereas athletes had faster reaction times. No differences were present in composite verbal memory, composite visual memory, composite visual motor speed, or composite impulse control (P > .05). Conclusions: Symptom reporting and reaction time differed between high school athletes and nonathletes. Participation in extracurricular activities may lead to cognitive differences in adolescents that can influence performance on the Immediate Post-Concussion Assessment and Cognitive Test battery. Researchers should account for these differences in baseline performance when making concussion diagnostic and management decisions.

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Section: Neuropsychological Battery: Impactmentioning

confidence: 99%

An Examination of Adolescent Athletes and Nonathletes on Baseline Neuropsychological Test Scores

Tomczyk

Mormile

Wittenberg

et al. 2018

Journal of Athletic Training

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“…In contrast, Vaughan, Gerst, Sady, Newman, & Gioia (2014) found that when test administrators were trained in neuropsychological testing and the test administration was standardized, there was no difference between scores obtained in group versus individualized testing for a group of 5-18 years old participants.…”

Section: Standardized Administration and Environment In Testingmentioning

confidence: 85%

Validity and Reliability of Baseline Testing in a Standardized Environment

Higgins

Caze

Maerlender

2017

Archives of Clinical Neuropsychology

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Objective -The Immediate Postconcussion Assessment and Cognitive Testing (ImPACT) is a computerized neuropsychological test battery commonly used to determine cognitive recovery from concussion based on comparing post-injury scores to baseline scores. This model is based on the premise that ImPACT baseline test scores are a valid and reliable measure of optimal cognitive function at baseline. Growing evidence suggests that this premise may not be accurate and a large contributor to invalid and unreliable baseline test scores may be the protocol and environment in which baseline tests are administered. This study examined the effects of a standardized environment and administration protocol on the reliability and performance validity of athletes' baseline test scores on ImPACT by comparing scores obtained in two different group-testing settings. Method -Three hundred-sixty one Division 1 cohort-matched collegiate athletes' baseline data were assessed using a variety of indicators of potential performance invalidity; internal reliability was also examined. Results -Thirty-one to thirty-nine percent of the baseline cases had at least one indicator of low performance validity, but there were no significant differences in validity indicators based on environment in which the testing was conducted. Internal consistency reliability scores were in the acceptable to good range, with no significant differences between administration conditions. Conclusions -These results suggest that athletes may be reliably performing at levels lower than their best effort would produce.

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“…However, several limitations are noted. First, the majority of baseline testing was completed in groups larger than recently recommended (Lichtenstein et al, 2014;Moser et al, 2011Moser et al, , 2013Vaughn et al, 2014). Yet even with less than optimal environments for baseline administrations, the results were informative and indicate unnecessary redundancy of repeat testing in this population.…”

Section: Discussionmentioning

confidence: 99%

“…Athletes were tested in groups by athletic training staff in quiet computer labs within the Athletic Department complex, or in the Center for Brain, Biology and Behavior assessment lab. There was variability in testing procedures, with the majority of testing completed in large groups with two to five supervisors and non-standardized instruction as is fairly typical (Vaughn et al, 2014). The original sample of baseline results from 2010 to 2014 included 899 records.…”

Section: Participants and Proceduresmentioning

confidence: 99%

“…Despite the ease and efficiency of computerized baseline testing, it has been criticized on the grounds of poor administrative practices (Lichtenstein, Moser, & Schatz, 2014;Moser, Schatz, Neidzwski, & Ott, 2011;Moser, Schatz, & Lichtenstein, 2013;Vaughn, Gerst, Sady, Newman, & Gioia,, 2014; also see Erdal, 2012) and poor validity due to effort ("sandbagging"). To enhance baseline test validity, we employed three sets of validity criteria to this sample.…”

mentioning

confidence: 99%

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