Christopher G. Vaughan

School and the Concussed Youth: Recommendations for Concussion Education and Management

School learning and performance is arguably the critical centerpiece of child and adolescent development, and there can be significant temporary upset in cognitive processing after a mild traumatic brain injury, also called a concussion. This injury results in a cascade of neurochemical abnormalities, and, in the wake of this dysfunction, both physical and cognitive activities become sources of additional neurometabolic demand on the brain and may cause symptoms to reemerge or worsen. This article provides a foundation for postinjury management of cognitive activity, particularly in the school setting, including design and implementation of schoolwide concussion education and management programs.

Which symptom assessments and approaches are uniquely appropriate for paediatric concussion

Objective: To (a) identify post-concussion symptom scales appropriate for children and adolescents in sports; (b) review evidence for reliability and validity; and (c) recommend future directions for scale development. Design: Quantitative and qualitative literature review of symptom rating scales appropriate for children and adolescents aged 5 to 22 years. Intervention: Literature identified via search of Medline, Ovid-Medline and PsycInfo databases; review of reference lists in identified articles; querying sports concussion specialists. 29 articles met study inclusion criteria. Results: 5 symptom scales examined in 11 studies for ages 5–12 years and in 25 studies for ages 13–22. 10 of 11 studies for 5–12-year-olds presented validity evidence for three scales; 7 studies provided reliability evidence for two scales; 7 studies used serial administrations but no reliable change metrics. Two scales included parent-reports and one included a teacher report. 24 of 25 studies for 13–22 year-olds presented validity evidence for five measures; seven studies provided reliability evidence for four measures with 18 studies including serial administrations and two examining Reliable Change. Conclusions: Psychometric evidence for symptom scales is stronger for adolescents than for younger children. Most scales provide evidence of concurrent validity, discriminating concussed and non-concussed groups. Few report reliability and evidence for validity is narrow. Two measures include parent/teacher reports. Few scales examine reliable change statistics, limiting interpretability of temporal changes. Future studies are needed to fully define symptom scale psychometric properties with the greatest need in younger student-athletes.

Psychometric characteristics of the postconcussion symptom inventory in children and adolescents.

Psychometric characteristics of the Postconcussion Symptom Inventory (PCSI) were examined in both concussed (n = 633) and uninjured (n = 1,273) 5 to 18 year olds. Parent- and self-report forms were created with developmentally appropriate wording and content. Factor analyses identified physical, cognitive, emotional, and sleep factors; that did not load strongly or discriminate between groups were eliminated. Internal consistency was strong for the total scales (α = 0.8-0.9). Test-retest reliability for the self-report forms was moderate to strong (intraclass coeffecients, ICCs = 0.65-0.89). Parent and self-report concordance was moderate (r = .44-.65), underscoring the importance of both perspectives. Convergent validity with another symptom measure was good (r = .8). Classification analyses indicated greater discriminability from parent report, but caveats to this are presented. With strong psychometric characteristics, the four versions of the PCSI capture important postconcussion symptoms and can be utilized to track recovery from pediatric concussion and guide treatment recommendations.

Academic Effects of Concussion in Children and Adolescents.

OBJECTIVE: The aim of this work is to study the nature and extent of the adverse academic effects faced by students recovering from concussion. METHOD: A sample of 349 students ages 5 to 18 who sustained a concussion and their parents reported academic concerns and problems (eg, symptoms interfering, diminished academic skills) on a structured school questionnaire within 4 weeks of injury. Postconcussion symptoms were measured as a marker of injury severity. Results were examined based on recovery status (recovered or actively symptomatic) and level of schooling (elementary, middle, and high school). RESULTS: Actively symptomatic students and their parents reported higher levels of concern for the impact of concussion on school performance (P < .05) and more school-related problems (P < .001) than recovered peers and their parents. High school students who had not yet recovered reported significantly more adverse academic effects than their younger counterparts (P < .05). Greater severity of postconcussion symptoms was associated with more school-related problems and worse academic effects, regardless of time since injury (P < .001). CONCLUSIONS: This study provides initial evidence for a concussion’s impact on academic learning and performance, with more adverse effects reported by students who had not yet recovered from the injury. School-based management with targeted recommendations informed by postinjury symptoms may mitigate adverse academic effects, reduce parent and student concerns for the impact of the injury on learning and scholastic performance, and lower the risk of prolonged recovery for students with active postconcussion symptoms.

Additional Post-Concussion Impact Exposure May Affect Recovery in Adolescent Athletes.

Repeat concussion has been associated with risk for prolonged and pronounced clinical recovery in athletes. In this study of adolescent athletes, we examined whether an additional head impact within 24 h of a sports-related concussion (SRC) is associated with higher symptom burden and prolonged clinical recovery compared with a single-injury group. Forty-two student-athletes (52% male, mean age = 14.9 years) diagnosed with an SRC in a concussion clinic were selected for this study: (1) 21 athletes who sustained an additional significant head impact within 24 h of the initial injury (additional-impact group); (2) 21 single-injury athletes, age and gender matched, who sustained only one discrete concussive blow to the head (single-injury group). Groups did not differ on initial injury characteristics or pre-injury risk factors. The effect of injury status (single- vs. additional-impact) was examined on athlete- and parent-reported symptom burden (at first clinic visit) and length of recovery (LOR). Higher symptom burden was reported by the athletes and parents in the additional-impact group at the time of first visit. The additional-impact group also had a significantly longer LOR compared with the single-injury group. These findings provide preliminary, hypothesis-generating evidence for the importance of immediate removal from play following an SRC to protect athletes from re-injury, which may worsen symptoms and prolong recovery. The retrospective study design from a specialized clinical sample points to the need for future prospective studies of the relationship between single- and additional-impact injuries on symptom burden and LOR.

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

Background: Previous research has demonstrated differences in cognitive performance when baseline concussion assessment is performed in a group versus an individual setting. Accurate baseline assessment is imperative when such data are used to make clinical decisions regarding cognitive and symptom recovery after concussion. Hypothesis: The use of similar standardized test administration procedures and test conditions across group and individual settings results in no differences in cognitive performance or symptom reporting. Study Design: Cohort study; Level of evidence, 3. Methods: A total of 939 participants (aged 5-18 years), including 313 tested individually and 626 tested in a group setting, matched on age, sex, and attention-deficit/hyperactivity disorder status, were administered concussion baseline assessment using the desktop version of the Immediate Post-Concussion Assessment and Cognitive Testing and a new pediatric measure, the Multimodal Assessment of Cognition & Symptoms for Children. Cognitive performance, symptom reports, and rates of invalid performance were compared between settings. Results: No significant differences were found between individual and group testing settings for the age-based Learning and Memory Accuracy composite and Response Speed composite standard scores on the Multimodal Assessment of Cognition & Symptoms for Children. Accounting for age and sex, adolescents’ performance on the Immediate Post-Concussion Assessment and Cognitive Testing revealed no differences between settings on the 4 composite raw scores (Verbal Memory, Visual Memory, Visual Motor Speed, and Reaction Time). Furthermore, symptom reporting was similar between settings on both measures. Rates of invalid performance did not differ between the 2 administration groups for either age group. There was an interaction effect for invalid performance between attention-deficit/hyperactivity disorder and setting in younger children (aged 5-12 years), with higher rates of invalid performance for children in the group setting with attention-deficit/hyperactivity disorder compared with those without, although there were no differences in the individual setting. Conclusion: In this sample, children given a baseline assessment in a group setting performed no differently than children tested individually when standardized administration procedures were used by trained test administrators. Previous evidence suggesting differences between settings may be attributable to the variability in test administration and supervision rather than the environment itself. The importance of standardized procedures and proper supervision during baseline concussion assessment is supported by these findings.

Assessment of Processing Speed in Children with Mild TBI: A “First Look” at the Validity of Pediatric ImPACT

Deficit in the speed of cognitive processing is a commonly identified neuropsychological change in children recovering from a mild TBI. However, there are few validated child assessment instruments that allow for serial assessment over the course of recovery in this population. Pediatric ImPACT is a novel measure that purports to assess cognitive speed, learning, and efficiency in this population. The current study sought to validate the use of this new measure by comparing it to traditional paper and pencil measures of processing speed. Method: One hundred and sixty-four children (71% male) age 5–12 with mild TBI evaluated in an outpatient concussion clinic were administered Pediatric ImPACT and other neuropsychological test measures as part of a flexible test battery. Results: Performance on the Response Speed Composite of Pediatric ImPACT was more strongly associated with other measures of cognitive processing speed, than with measures of immediate/working memory and learning/memory in this sample of injured children. Conclusions: There is preliminary support for convergent and discriminant validity of Pediatric ImPACT as a measure for use in post-concussion evaluations of processing speed in children.

Subconcussive impacts and imaging findings over a season of contact sports

The effect of repeated subconcussive head impacts in youth and high school sports on the developing brain is poorly understood. Emerging neuroimaging data correlated with biomechanical exposure metrics are beginning to demonstrate relationships across a variety of modalities. The long-term consequences of these changes are unknown. A review of the currently available literature on the effect of subconcussive head impacts on youth and high school-age male football players provides compelling evidence for more focused studies of these effects in these vulnerable populations.

Developmental Considerations in Pediatric Concussion Evaluation and Management

Evaluation and management of concussion in the child and adolescent requires a developmentally appropriate clinical model, emphasizing key factors relevant to the injury manifestation and needs of the child. This chapter presents a model for clinical evaluation and management of concussion in children and adolescents at the acute and postacute stages. Multiple methods and informants are incorporated with the evaluation guided by the specific goals and timing of the service in relation to the injury. Appropriate assessment and intervention tools are discussed for each stage, as well as reasons for referral for additional levels of care. The fundamental components of a pediatric concussion evaluation include the following: definition of injury characteristics; history of premorbid and postinjury risk factors; assessment of current neurocognitive functioning, postconcussion symptoms, and balance; and examination of social–emotional functioning. Different disciplines contribute to the evaluation and management of pediatric concussion. The concept of the concussion generalist and specialist service is introduced with suggested requisite training, skills, and knowledge to evaluate and manage the full range of complexity of pediatric concussion.