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D-76 Clinical Poster/Reception - Clinical Poster Reception Thursday, May 31, 2018, 5: 45 PM - 6: 45 PM Room: Hyatt-Lakeshore C

Test Setting and ADHD Influence Baseline Concussion Testing Neurocognitive Performance in Collegiate Student- Athletes

2029 Board #9

Kelly, Caroline A.; Ketcham, Caroline J.; Patel, Kirtida; Hall, Eric E. FACSM

Author Information
Medicine & Science in Sports & Exercise: May 2018 - Volume 50 - Issue 5S - p 495
doi: 10.1249/01.mss.0000536708.27280.22
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Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) is a widely used neurocognitive test for assessing and managing concussion injuries. There is inconclusive data on how test administration and environment influence baseline results for student-athletes. It has been well established that individuals with Attention Deficit Hyperactivity Disorder (ADHD) perform worse on the ImPACT, but little research has examined the effect of group test administration on neurocognitive performance and symptom reporting in student-athletes with ADHD.

PURPOSE: To compare baseline neurocognitive performance and symptom scores in group versus individual administration settings in NCAA division 1 collegiate student-athletes.

METHODS: 260 student-athletes completed two ImPACT baseline tests, test 1 was completed when they entered as first-year students or transfers and test 2 was completed this past summer. Of these participants, 205 athletes took test 1 individually and 55 participants took it in a group setting. All student-athletes took test 2 in a group setting. 21 of the 260 student-athletes had a diagnosis of ADHD. A 2 (time) x 2 (environment) x 2 (ADHD) Multivariate ANOVA was conducted. Time (test 1 and test 2) was within subjects and Environment at test 1 (individual and group) and ADHD (yes or no) were between subject variables.

RESULTS: There was a significant increase in total number of symptoms reported when participants went from individual testing to group testing (p<0.05). Time x Environment Interaction for visual memory (p<0.05) with scores increasing from test 1 to 2 if in the group setting for both, but staying the same if in the individual setting for test 1. A similar effect was found for visual motor processing speed (p<0.05). Participants with ADHD performed worse on all measures no matter the setting (p<0.05). Symptom scores significantly differed for ADHD participants depending on the setting (p<0.05).

CONCLUSIONS: A group setting has inherent distractions and seems to influence performance on visual memory, visual motor processing speed and symptom scores. Student-athletes with ADHD may be more affected by these distractions. This should be considered in baseline concussion testing and interpreting post-injury neurocognitive performance.

© 2018 American College of Sports Medicine