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提高创伤后认知测试结果:检查无效的基线 ImPACT 测试。

Improved post-injury cognitive test results: examining invalid baseline ImPACT testing.

机构信息

Department of Psychological Sciences, Kent State University, Kent, Ohio, USA.

出版信息

Brain Inj. 2022 Mar 21;36(4):572-578. doi: 10.1080/02699052.2022.2034966. Epub 2022 Feb 2.

DOI:10.1080/02699052.2022.2034966
PMID:35108142
Abstract

OBJECTIVE

Evidence suggests that Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT) validity thresholds may not be adequately sensitive to baseline performances that are not representative of an athlete's full, uninjured cognitive abilities. The true prevalence of this occurrence is unknown. This study used improvement on post-injury testing (i.e., better performance after the athlete has been removed from play due to suspected concussion than at baseline) to assess the frequency of unrepresentative baseline ImPACT assessments.

METHOD

Post-injury ImPACT assessments by NCAA athletes with preceding baseline performance that was considered valid using traditional indices were included. Published reliable change indices (RCI) identified acute post-injury composite scores that improved from baseline.

RESULTS

Of 155 post-injury assessments, 68 (43.9%) exhibited reliable improvement from baseline on at least 1 composite score, even after excluding persons with invalid protocols.

CONCLUSIONS

Prevalence of ImPACT unrepresentative baseline ImPACT performances may be higher than previously estimated, and many individuals may not be detected by current validity indices. Further research is needed to refine assessment and promote player safety.

摘要

目的

有证据表明,即时脑震荡后评估和认知测试(ImPACT)的有效性阈值可能无法充分敏感地反映基线表现,而这些基线表现并不代表运动员完全未受伤的认知能力。这种情况的真实发生率尚不清楚。本研究使用受伤后测试的改善(即,由于疑似脑震荡而使运动员离开比赛后的表现优于基线)来评估代表性不足的基线 ImPACT 评估的频率。

方法

纳入了 NCAA 运动员的受伤后 ImPACT 评估,这些运动员的基线表现先前被认为是有效的,使用了传统指标。发表的可靠变化指标(RCI)确定了从基线开始急性受伤后的复合分数有所提高。

结果

在 155 次受伤后评估中,即使在排除了无效方案的人员后,仍有 68 次(43.9%)至少在 1 个复合分数上表现出可靠的改善。

结论

ImPACT 代表性不足的基线表现的流行率可能高于先前估计,并且许多人可能无法被当前的有效性指标检测到。需要进一步研究来完善评估并促进运动员的安全。

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