the role of neuropsychological testing in sports...
TRANSCRIPT
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The Role of Neuropsychological The Role of Neuropsychological Testing in Sports ConcussionTesting in Sports Concussion
Michael McCrea, Ph.D., ABPPMichael McCrea, Ph.D., ABPPNeuroscience Center, ProHealth CareNeuroscience Center, ProHealth Care
Department of Neurology, Medical College of WisconsinDepartment of Neurology, Medical College of Wisconsin
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Role of Neuropsychological TestingRole of Neuropsychological Testing• That Was Then and This is Now: history & evolution
of neuropsychological testing in sports concussion• From Opinion to Evidence: Standardization and
scientific movements• Beyond “How many fingers?” Objectively measuring
acute cognitive effects and early cognitive recovery• The Next Frontier: Clinically-meaningful data at the
individual case level• I feel fine, can I go? Incremental value of
neuropsychological testing in determining full “recovery”• The How To’s: minimal standards and implementing the
best plan for you
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Neuropsychology of Sports ConcussionNeuropsychology of Sports Concussion
• Gronwall & Wrightson (1970’s): amnesia, cumulative injury
• Virginia/Ivy League Football Study- 1980’s (Barth)• Boxing research – 1991: Heilbronner, Jordan,others• 1990’s Movement: Macciocchi, Lovell, Echemendia• Expanding Literature: Barr, Bleiberg, Collins, others• NFL and NHL clinical protocols • High School and College: Multiple Sports• NCAA Study: 30 Division I Football Programs
Evolving role of neuropsychological testing…
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Evolution of Neuropsychological TestingEvolution of Neuropsychological Testing
• 1997: “Development of a standardized neuropsychological test battery is recommended to detect impairment associated with concussion”
(AAN Practice Parameter)
• 1999: “The usefulness of neuropsychological assessment in clinical decision making should not be short-changed”
(AOSSM Concussion Workshop Group)
• 2001: “Neuropsychological Testing is one of the cornerstones of concussion evaluation”
(CISG, Vienna Agreement Statement)
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The Scientific & Standardization MovementsThe Scientific & Standardization Movements
85.2
14.80
0102030405060708090
100
More Accurate No Effect Less AccurateCompared to Clinical Exam Alone
Ferrara et al, JAT 2001
0
25
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75
100
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1960's 1970's 1980's 1990's 2000's
All Sports Concussion Neuropsychological(PubMed: 1960-2005)
Sports Concussion PublicationsSports Concussion Publications Benefit of Assessment ToolsBenefit of Assessment Tools
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Multidimensional ApproachMultidimensional Approach
SymptomsSymptoms
CognitionCognitionSideline & FollowSideline & Follow--upup
Postural Postural StabilityStability
Physical Physical ExamExam
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Brief Cognitive AssessmentBrief Cognitive AssessmentBeyond Beyond ““WhatWhat’’s Your Name, Bubba?s Your Name, Bubba?””
• Feasible for sports sideline• Beyond traditional means • Minimal training required • Objective injury assessment• Reliable, Valid, Sens/Spec• Quantify gradient of severity• Measure, track acute recovery• Alternate forms for f/u• Complements neuropsych testing • Not a substitute/stand alone
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Neuropsychological TestingNeuropsychological Testing
Extended Follow-up• Brief, Repeatable, Portable• Established Norms • Concussion Literature• Multiple cognitive domains• Reliable, valid, sens/spec • Sensitive to recovery• Alternate forms - serial testing • Special Considerations (e.g.,
language)
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Can we measure the acute cognitive effects...
…Can tests measureearly recovery?
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Research Supported by: NCAA, NOCSAE, NAN, NFL Charities, NFHS, Green Bay Packers Foundation, WMH Foundation, MCW Functional Imaging Research Center
Investigators hold no relevant financial interest or conflict in the research methods, materials, or findings
JAMA 2003; 290:2556-2563
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NCAA, Project Sideline & CDC Concussion StudiesNCAA, Project Sideline & CDC Concussion Studies
80%64.5%17.3%21.9%9.3%
80.7%9.3%
3759,094124
CDC
98%84%% Complete Protocol49.1%77.8%No LOC/PTA29.9%7.4%RGA37.3%19.1%PTA17.9%6.8%LOC
82.1%17.9%
93.2%6.8%
AAN Grade 1-2AAN Grade 3
87196Concussions3,2794,251Player Seasons
2025TeamsProject SLNCAA
Totals: 16,624 Player Seasons, 658 Concussions Studied (3.9% IRTotals: 16,624 Player Seasons, 658 Concussions Studied (3.9% IR))
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Methods•Main Outcome Measures: Graded Symptom Checklist (GSC), Standardized Assessment of Concussion (SAC), Balance Error Scoring System (BESS), Neuropsychological Test Battery, (fMRI)
•Injury Follow-up: Injured player & matched control
•Data Analyses: Longitudinal regression - GEE (GROUP), standard regression based (SRB) indices of change (INDIVIDUAL)
Sports Concussion Research Protocol Pre-
season Baseline
Time of
Injury
Post-Game/ Post-
PracticeDay 1
Day 2
Day 3 Day 5 Day 6/7 Day
45/90
History GSC SAC BESS NP Test
GSC SAC BESS
GSC SAC BESS
GSC SAC BESS NP Test fMRI
GSC SAC BESS NP Test
GSC SAC BESS
GSC SAC BESS
GSC SAC BESS NP Test
GSC SAC BESS NP Test fMRI
Neuropsychological testing on days 1, 8, & 45 for HS, days 2, 7, and 90 for college; fMRI in high school only
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Symptom Recovery
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BL CC PG D1 D2 D3 D5 D7 D90
Assessment Point
GSC
Tota
lSco
re
NCAA ControlNCAA Concussion
Higher score indicates more severe symptoms; error bars represent 95% CI
p < .001
McCrea et al., JAMA 2003
Symptom Recovery
0
5
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15
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BL CC PG D1 D2 D3 D5 D6 D45Assessment Point
GS
CTo
talS
core
HS ControlHS Concussion
91 % of subjects report full symptom recovery within 7 days
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Orientation: Orientation: Day, Month, Date,
Year, Time
Immediate Immediate Memory:Memory:
Repeated List Learning Paradigm
ExertionalExertionalManeuvers:Maneuvers:
Provocative conditions
NeurologicNeurologicExam:Exam:
Strength, Sensation, Coordination
Record LOC, PTA
Concentration:Concentration:Digits Backward
Months Backward
Delayed Recall:Delayed Recall:Word List Recall
Total Score Total Score (30)Orientation /5Im. Memory /15Concentration /5Delayed Recall /5
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Cognitive Recovery
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BL CC PG D1 D2 D3 D5 D7 D90
Assessment Point
SAC
Tota
lSco
re
NCAA ControlNCAA Concussion
Lower score indicates more severe cognitive impairment; error bars = 95% CI
p < .001
McCrea et al., JAMA 2003
Cognitive Recovery
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BL CC PG D1 D2 D3 D5 D6 D45Assessment Point
SAC
Tota
lSco
reHS ControlHS Concussion
p < .001 p < .001
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SACSAC Sensitivity/SpecificitySensitivity/Specificity
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3 2 1 0 -1 -2 -3 -4 -5 -6 -7 -8 -10 -11 -15
SAC Change Score
Cum
% a
t or b
elow
cha
nge
scor
e NC (T1, T2) CC (BL, CC)
Reliable Change Index:Change Score of > -1:
95% Sensitivity76% Specificity
Combined S/S Factor: 1.71
Barr & McCrea, JINS 2001
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Neuropsychological Test BatteryNeuropsychological Test BatteryHOPKINS VERBAL LEARNING TEST
4 TRIALS OF IMMEDIATE RECALL FOR A 12-WORD LIST OF SEMANTICALLY-RELATED WORDS. TOTAL RECALL OVER 4 TRIALS.
TRAIL MAKING TEST AN ATTENTIONAL TASK REQUIRING RAPID VISUAL PROCESSING AND WORKING MEMORY.
LETTER NUMBER SPAN A WORKING MEMORY TASK, INCREASING LEVELS OF DIFFICULTY.
STROOP C-W TEST AN ATTENTIONAL TEST THAT REQUIRES SPEEDED PROCESSING AND RESPONSE INHIBITION.
CONTROLLED ORAL WORD ASSOC. TEST
A VERBAL FLUENCY TEST THAT REQUIRES THE SUBJECT TO RAPIDLY RETRIEVE WORDS THAT BEGIN WITH A CERTAIN LETTER.
SYMBOL DIGIT MODALITIES TEST
A CODING TEST, REQUIRING RAPID PROCESSING SPEED.
HVLT DELAYED RECALL DELAYED RECALL OF THE 12-WORD LIST LEARNED.
HVLT RECOGNITION DELAYED RECOGNITION OF THE 12-WORD LIST. YES-NO RESPONSE TO 24 WORDS (12/12).
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• Any tool is only as good as its user…
• …only after demonstrating that the tool is valid and reliable for its intended use
No Perfect TestNo Perfect Test
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Neuropsychological Data AnalysisNeuropsychological Data Analysis• Simple Group Comparisons/RMANOVA: injured vs.
control group performance; confounded by BL performance, practice effects, RTTM, other serial testing factors, mult comp’s
• Generalized Estimating Equations (GEE): longitudinal regression estimating mean group differences between concussion and controls adjusted for baseline score, age, education, history
• Standard regression based (SRB): empirical method to detect meaningful change at individual case level with correction for BL, practice effects & regression to the mean; (Obtained-Predicted/SE prediction) larger than criterion (translated 90% CI)
Clinical Decision-Making Influenced by method applied to measure recovery
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WMS-3 Letter-Number Sequencing
Stroop Color
COWATStroop Color-Word
Stroop WordSDMT RecallSDMTTrails BTrails A
HVLT RecognitionHVLT Delayed RecallHVLT Immediate Memory
Day 45-90Day 6-7Day 1-2SIMPLE GROUP COMPARISONS*
* Without controlling for BL, multiple comparisons: CC < NC (p > .05) : CC< NC (p < .10)
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WMS-3 Letter-Number Sequencing
Stroop Color
COWATStroop Color-Word
Stroop WordSDMT RecallSDMTTrails BTrails A
HVLT RecognitionHVLT Delayed RecallHVLT Immediate Memory
Day 45-90Day 6-7Day 1-2G.E.E MODELING*
: CC < NC (p > .05) : CC < NC (p < .10) * Controlling for covariates (BL, education, history)
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Translating to Translating to Clinical Clinical
DecisionDecision--MakingMaking
Emphasis on measuring individual
recovery
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Classifying Individual ImpairmentClassifying Individual Impairment• SRB Model: Linear regression on
control BL scores to generate formula to predict scores at T2...
• Regression coefficient, intercept of regression line used with BL score to predict score for each subject at T2 and subsequent time points
• Meaningful change: (Obtained-Predicted/SE prediction) > criterion (translated 90% CI)
• Empirical method to detect “true”impairment/recovery; correction for practice effects, RTTM
JINS , 2005, 11, 1-12
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Cognitive Impairment (SAC)
0
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70
80
90
100
CC PG D1 D2 D3 D5 D7Assessment Point
Perc
ent o
f Sub
ject
s Im
paire
d Injured Control
Cognitive Impairment (NP Battery)
0
10
20
30
40
50
60
70
80
90
100
D2 D7Assessment Point
Perc
ent o
f Sub
ject
s Im
paire
d
Injured Control
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0
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CC PG D1 D2 D3 D5 D7Assessment Point
Sen
sitiv
ity
NP TestingBrief Battery
Incremental Value of Incremental Value of Neuropsychological TestingNeuropsychological Testing
•• Sensitivity:Sensitivity: refers to probability of individual player abnormal on any measure (Specificity > 84%)
•• Brief BatteryBrief Battery: : GSC, BESS, SAC
•• Neuropsychological TestingNeuropsychological Testing: : minimal increase (5%) in sensitivity over brief battery on Day 2, but more than doubles sensitivity on Day 7 (14% to 30%)
•• NeurocognitiveNeurocognitive ImpairmentImpairment: : Delayed memory, processing speed, verbal fluency
Specificity
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BASIC GUIDELINEBASIC GUIDELINE::
No player with any symptoms, reported or observed, should be returned to play.
Relying Solely on Symptom Self Report:Relying Solely on Symptom Self Report:How do you know when a player is recovered?How do you know when a player is recovered?
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After an apparent second concussion this season, Drew Bledsoe refused to describe his symptoms as concussion related. “I’m saying it’s a hit to the head that knocked me out a little bit,” Bledsoe said, when asked about the second hit. “I feel a little fuzzy, but I’m going to go and play,” Bledsoe said.“This is football, man, you play.”
Associated Press, November 29, 2003
What WeWhat We’’re Up Againstre Up Against
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Incremental Value of Incremental Value of Neuropsychological TestingNeuropsychological Testing
How sensitive is How sensitive is neuropsychological neuropsychological testing in detecting testing in detecting real abnormalities in real abnormalities in the asymptomatic the asymptomatic player who says player who says ““II’’m finem fine”” and and would otherwise be would otherwise be returned to play?returned to play?
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Safeguard Against RiskSafeguard Against Risk
9%(false +)
7%
7%
Controls Impaired
(n=56)
8%(false +)
7%
9%
Controls Impaired
(n=56)
16%(true +)
15%(true +)
NP Battery
7%16%SAC
8%37%BESS
Sx-Impaired
(n=85)
Sx-Impaired
(n=68)
Day 7Day 2
Impaired relative to own preImpaired relative to own pre--injury baseline performance on each measureinjury baseline performance on each measure
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Role of Neuropsychological TestingRole of Neuropsychological Testing
“A combination of brief screening tools appropriate for use on the sideline & more extensive measures (e.g., neuropsychological testing…) to more precisely evaluate recovery later after injury is recommended.”
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Evolution of Neuropsychological TestingEvolution of Neuropsychological Testing• 2004: “Neuropsychological testing should not be done
while the athlete is symptomatic because it adds nothing to return-to-play decisions and may contaminate the testing process by allowing practice effects to confound results”
• “recommended that neuropsychological testing remain one of the cornerstones of concussion evaluation in complex concussion…is not currently regarded as important in the evaluation of simple concussion…should not be the sole basis for management decisions, either for continued time out or return to play decisions”
(CISG, Prague Agreement Statement)
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One Size DoesnOne Size Doesn’’t Fit Allt Fit All
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Is Neuropsychological Testing Useful Is Neuropsychological Testing Useful in the Management of in the Management of
SportSport--Related Concussion?Related Concussion?
Methodological Issues• Practicality• Data-supported• Reliability and Validity• Serial Testing Factors• Conventional vs.
Computerized
Randolph, McCrea, Barr JAT 2005, in press
Clinical Issues• Sensitive Injury Detection• Tracking Recovery• Clinically Meaningful Data• Sensitivity and Specificity• Incremental Clinical Utility
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Passing Grade CriteriaPassing Grade Criteria• Established Test-Retest Reliability (Stability):
How sturdy are results for normals at T1,T2? • Establish Validity: Are we measuring concussion
effects or other (non-specific) constructs?• Establish Sensitivity: What’s the lowest threshold of
injury for appropriate use?• Establish RCI & method for classifying individual
impairment: Given normal reliability, what’s abnormal?
• Determine Clinical Utility: Detection of impairment in the absence of symptoms
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Neuropsychological TestingNeuropsychological TestingMethods in Sports ConcussionMethods in Sports Concussion
No Baseline Testing:- Test players only after a suspected concussion
Baseline Testing Protocols:- Conduct baseline testing on a group of players to be
comparison group- Conduct baseline testing on players identified at
risk for concussion- Conduct baseline testing on all players
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Why Do Baseline Testing?Why Do Baseline Testing?
• Significant inter-player variability• Comparison of player to his/her own “normal”
performance• Advanced methods for measuring change from
baseline as indicator of injury severity and recovery • Control for extraneous variables (ADD, LD, etc)• Control for effects of earlier concussion• Assess cumulative effects of repeat concussion• Benefits clearly outweigh the time/effort
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When to do When to do NeuropsychNeuropsych Testing?Testing?
• Fixed Research Protocols: Day 1, 3, 7, etc.
• Symptom driven: flexible, not until player completely symptom-free
• Minimize burden on athlete, staff
• Empirical decision-making
• Avoid psychometric complications
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Serial Testing Practice Effects
Interpretation of ChangeRCI’sConfidence IntervalsRepeated F/U
Time, Repeat Testing
Test
Sco
res Recovery
Concussion Practice Effects
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Neuropsychological TestingNeuropsychological TestingWhen To Refer?When To Refer?
• Any Grade 3 Concussion (w/ amnesia or LOC)
• When confusion persists
• When amnesia persists
• When concussive symptoms persist- headache, nausea, apathy, etc.
• When “something’s not right”
even when routine exam appears normal
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NeuropsychNeuropsych Testing LimitationsTesting Limitations
=
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““Computer tells Computer tells when safe to when safe to
return to playreturn to play””
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Barriers to Practice StandardBarriers to Practice Standard
Population: 873 ATC: 0 Physician: 0 Neuropsychologists: 0
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Assessment: Take Home TipsAssessment: Take Home Tips
• Have a plan and stick with it• Objectivity beats subjectivity every time• Phone a friend• Protect the future with a good history• All pieces of the puzzle count equally
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Michael McCrea, PhD, ABPPMichael McCrea, PhD, ABPP
Director, ProHealth Care Neuroscience CenterDirector, ProHealth Care Neuroscience Center721 American Avenue, Suite 501721 American Avenue, Suite 501Waukesha, WI 53188Waukesha, WI 53188(262) 928(262) 928--21562156FAX: (262) 544FAX: (262) [email protected]@phci.org
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STOPSTOP
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Potential Barriers/HurdlesPotential Barriers/Hurdles
• Evidence-based Use: tests, batteries, timing
• Time constraints - history and reputation
• Financial considerations - low perceived risks?
• Lack of understanding - IQ testing, make team, etc.
• Apprehension about test results – will it hold players out longer?
• Expectation of playing injured
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Symptom Impairment (GSC)
0
10
20
30
40
50
60
70
80
90
100
CC PG D1 D2 D3 D5 D7Assessment Point
Perc
ent o
f Sub
ject
s Im
paire
d
Injured Control
Postural Stability Impairment (BESS)
0
10
20
30
40
50
60
70
80
90
100
CC PG D1 D2 D3 D5 D7Assessment Point
Perc
ent o
f Sub
ject
s Im
paire
d
Injured Control
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Window of cerebral vulnerability?Window of cerebral vulnerability?Implication: Symptom Free Waiting PeriodImplication: Symptom Free Waiting Period
Future DirectionsFuture Directions
Beyond signs & symptoms - When is the hen is the brainbrain recovered?recovered?
24
25
26
27
28
29
30
BL CC PG D1 D2 D3 D5 D7
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Summary: Acute Effects & RecoverySummary: Acute Effects & Recovery• Measurable Effects: acute symptoms, cognitive dysfunction, balance
deficits – without LOC/PTA/RGA/focal neuro changes; • Signs & symptoms: different than historically thought• Gradual Recovery: 5-7 days in 80-90% of cases, but variable across
athletes in pattern and duration; parallels animal models of recovery• Not all look alike: value of multidim.assessment, no one test is perfect• Tool Kit: brief screening tools sensitive/specific; incremental value of
Neuropsych testing further out from injury; quantify immediate effects of injury and establish objective anchor point to measure recovery
• Critical First Week: recovery and risks of recurrent injury• HS and College Athletes: show similar recovery patterns• “I’m Fine”: >25% of asymptomatic players not fully recovered
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SAC Reliability and ValiditySAC Reliability and ValidityMcCrea M., Kelly J., Kluge J., Ackley B., Randolph C. (1997). Standardized assessment of
concussion in football players. Neurology ,48, 585-587.
McCrea M., Kelly J., Randolph C., Kluge J., Bartolic E., Finn G., Baxter B. (1998). Standardized Assessment of Concussion (SAC): On-site mental status evaluation of the athlete. Journal of Head Trauma Rehabilitation 13(2), 27-35.
Ferrara M., McCrea M., Peterson C., Guskiewicz K. (2001). A survey of practice patterns in concussion assessment and management. Journal of Athletic Training 36: 145-149.
McCrea M. (2001). Standardized mental status testing of acute concussion. Clinical Journal of Sports Medicine 11, 176-181.
McCrea M. (2001). Standardized mental status testing on the sideline following sports-related concussion. Journal of Athletic Training 36, 274-279.
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Barr W., McCrea M. (2001). Sensitivity and specificity of standardized neurocognitivetesting immediately following sports concussion. Journal of International Neuropsychological Society 7, 693-702.
McCrea M., Kelly J., Randolph C, Cisler R., Berger L. (2002). Immediate neurocognitiveeffects of concussion. Neurosurgery 50 (5), 1032-1042.
McCrea M., Guskiewicz K., Barr, W., Marshall S., Randolph, C., Cantu, R.C., Yang, G.,Onate, J. & Kelly, J. (2003). Acute effects and recovery time following concussion in collegiate football players: The NCAA concussion study. JAMA 290 (19), 2556-2563.
McCrea M., Guskiewicz K., Barr, W., Marshall S., Randolph, C., Cantu, R.C., Onate, J. & Kelly, J. (2004). Standard Regression-Based Methods for Measuring Recovery after Sport-Related Concussion. (in press, JINS)
McCrea, M., Kelly, J., Randolph, C., Knight, A. (2003) Standardized assessment of acute mild traumatic brain injury by emergency medical personnel. (in review).
Hecht et al (2004): SAC has poor inter-rater reliability, practice effects, and poor sensitivity
SAC Reliability and ValiditySAC Reliability and Validity
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SAC Reliability and ValiditySAC Reliability and ValidityPottinger, Cullum, Stallings (1999): SAC sensitive measure of impairment
and recovery
Barr & McCrea (2001): SAC valid, sensitive (94%) and specific (76%)
Daniel et al (2002): SAC user-friendly and valid in assessment and monitoring of concussed athletes in the military
Valovich et al (2003): No significant practice effects on SAC
Valovich et al (2003): SAC valid and reliable for use in youth sports
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Corked Helmets?Corked Helmets?
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Balance Recovery (BESS)
8
10
12
14
16
18
20
BL CC PG D1 D2 D3 D5 D7 D90
Assessment Point
BES
STo
talS
core
NCAA ControlNCAA Concussion
Higher score indicates more severe postural instability; error bars = 95% CIMcCrea et al., JAMA 2003
Balance Recovery (BESS)
8
10
12
14
16
18
20
BL CC PG D1 D2 D3 D5 D7 D45
Assessment Point
BESS
Tota
lSco
re
HS ControlHS Concussion
p < .001p < .001
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Balance Error Scoring System (BESS)Balance Error Scoring System (BESS)
Source: Guskiewicz, 1999
Balance Error Scoring System – Types of Errors 1. Hands lifted off iliac crest 2. Opening eyes 3. Step, stumble, or fall 4. Moving hip into > 30 degrees abduction 5. Lifting forefoot or heel 6. Remaining out of testing position > 5 seconds The BESS is calculated by adding one error point for each error during the six 20-second tests. SCORE CARD:
(# errors) FIRM
Surface FOAM Surface
Double Leg Stance (narrow stance – feet together)
Single Leg Stance (non-dominant foot)
Tandem Stance (non-dominant foot in back)
Total Scores: Total
Score:
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Neuropsychological Test BatteriesNeuropsychological Test Batteries• Feasible for sports sideline• Minimal training required • Objective injury assessment• Injury severity scaling• Beyond traditional means• Multiple cognitive domains• Sensitive to recovery• Alternate forms for f/u• Valid, sensitive, specific
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0
10
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30
40
50
60
70
80
90
100
CC PG D1 D2 D3 D5 D7
Assessment Point
Sensitivity Specificity
Clinical Sensitivity/SpecificityClinical Sensitivity/Specificity
•• Brief BatteryBrief Battery: : GSC, BESS, SAC15 minutes administration time
•• Sensitivity:Sensitivity: probability of injured player correctly classified as “impaired” on any measure
•• SpecificitySpecificity: refers to probability of probability that control correctly classified as “normal”
• Screening acute injury
• Incremental value of neuropsychological testing
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Injury Assessment ToolsInjury Assessment Tools75
44
20 18 179
01020304050607080
% o
f ATC
's
ClinicalExam
PCSS SAC Player NP Test Bess
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Graded Symptom Checklist
Symptom None Mild Moderate Severe1. HEADACHE2. NAUSEA (SICK TO STOMACH)3. VOMITING (THROWING UP)4. TEETH HURTING5. BALANCE PROBLEMS/DIZZINESS6. FATIGUE7. SKIN RASH/ITCHING8. TROUBLE SLEEPING9. SLEEPING MORE THAN USUAL10. DROWSINESS (FEELING TIRED)11. SENSITIVITY TO LIGHT12. BLURRED VISION13. SENSITIVITY TO NOISE14. JOINT STIFFNESS (E.G.FINGERS)15. SADNESS16. NERVOUSNESS17. IRRITABILITY18. BURNING FEELING IN FEET19. NUMBNESS/TINGLING20. FEELING SLOWED DOWN21. FEELING LIKE “IN A FOG”22. DIFFICULTY CONCENTRATING23. DIFFICULTY REMEMBERING24. NECK PAIN25. OTHER
0000000000000000000000000
1111111111111111111111111
2222222222222222222222222
3333333333333333333333333
4444444444444444444444444
5555555555555555555555555
6666666666666666666666666
Column Total Score 0
Total # of Items EndorsedOverall Total Score
Assuming you were at 100% before your concussion, give a rating for what percentage you areat now in terms of your overall condition: (enter a number between 0 and 100)_______%
PostPost--Concussion Symptom AssessmentConcussion Symptom Assessment
Adapted from Lovell et al JHTR 1998
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Neurocognitive AssessmentNeurocognitive Assessment
Rapid Sideline Assessment• Feasible for sports sideline• Minimal training required • Beyond traditional means • Objective injury assessment• Injury severity scaling• Sensitive to acute recovery• Alternate forms for f/u• Reliable, valid, sensitive,
specific
Extended Follow-up• Brief, Repeatable, Portable• Established Norms • Concussion Literature• Multiple cognitive domains• Alternate forms - serial testing• Sensitive to recovery• Reliable, valid, sens/spec• Special Considerations (e.g.,
language)
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Measuring BrainMeasuring Brain--Behavior RelationsBehavior Relations
• Objective, quantitative measurement of neurocognitive functioning is considered the defining skill that sets the neuropsychologist apart from other clinicians and researchers in the neurosciences
• Reliability and validity are the cornerstones of all measurement, including neuropsychological testing
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ReliabilityReliability• Consistency or stability of measurement when obtained
for an individual after repeated observations or under different testing conditions
True Score
Test Error
- No tests are error-free
- A test’s value lies in its capability to measure a certain ability (true score) and minimize effects of extraneous factors (test error)
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Confidence Intervals = Confident Clinical Decision-Making
Baseline Score90% Confidence Interval
(+ or - X)
Reliably Defined Deficit
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ValidityValidity• How well a test measures what it’s supposed to
be measuring- Accurate, representative content- Comparison to other measures- Accuracy for clinical decision-making
• How well does the test distinguish between those with and without brain dysfunction
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Sensitivity and SpecificitySensitivity and Specificity
• Sensitivity: proportion of individuals afflicted by condition (injured) whose scores exceed the criterion for the condition (impaired)
Concussed Player Impaired on Testing
• Specificity: number of individuals without the condition (uninjured) classified accurately as not meeting the criterion (unimpaired)
Non-injured Player Not Impaired on Testing
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Clinically Meaningful ChangeClinically Meaningful Change
• Reliable measurement of unreliable functions
• Reliable Change Index (RCI)
• Examining changes in test scores over time
0102030405060708090
100
3 2 1 0 -1 -2 -3 -4 -5 -6 -7 -8 -10 -11 -15
NC CCChange Score of > -1:
95% Sensitivity76% Specificity
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Neuropsychological TestingNeuropsychological TestingWhy Do It?Why Do It?
Protect players- Assess injury severity- Help determine readiness to return to play- Assess cumulative effects of recurrent injury- Prevent catastrophic injury (Second Impact Syndrome)
Standard of care- Collaboration b/w sports med, neuro & neuropsych- Most sensitive means of diagnosis- Best index of player’s functional status & recovery
Protect institutions, teams, coaches, parents
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Neuropsychological TestingBaseline vs. Post-injury19-year-old College Football Player
BASELINE INJURY INTERPRET
TRAILS B 70” 119” < NORMAL
HVLT 30 25 < NORMAL
STROOP COLOR 45 33 < NORMAL
LETTER # SPAN 12 9 < NORMAL
SDMT 51 39 < NORMALCOWA 36 18 < NORMAL
HVLT RECALL 10/12 7/12 < NORMAL
HVLT RECOG. 24/24 23/24 NORMAL
Injury Testing 2 days after concussion
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Neuropsychological TestingFollow-up
19-year-old College Football Player
BASELINE INJURY FOLLOW-UP INTERPRET
TRAILS B 70” 119” 75” NORMAL
HVLT 30 25 31 NORMAL
STROOP COLOR 45 33 50 NORMAL
LETTER # SPAN 12 9 12 NORMAL
SDMT 51 39 51 NORMALCOWA 36 18 39 NORMAL
HVLT RECALL 10/12 7/12 10/12 NORMAL
HVLT RECOG. 24/24 23/24 24/24 NORMAL
Injury testing 2 days after concussion; Follow-up at 14 days
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Neuropsychological Testing of Athletes:Neuropsychological Testing of Athletes:Key IngredientsKey Ingredients
• Brief, Repeatable, Practical, Portable
• Established Norms - age, education, gender
• Sensitive to Effects of Concussion
• Neuropsychological Concussion Literature
• Alternate, equivalent forms
• Free of Noise - ADD, LD, drugs, depression
• Special Considerations (e.g., language - hockey)
RELIABLE and VALID!
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Neuropsychological TestingNeuropsychological Testing
Domain Driven ApproachDomain Driven Approach•• concentration/ attentionconcentration/ attention•• short term memoryshort term memory•• learning & working memorylearning & working memory•• verbal fluencyverbal fluency•• complex scanningcomplex scanning•• visual trackingvisual tracking•• mental processing speedmental processing speed•• fine motor speed and coordinationfine motor speed and coordination
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Neuropsychological Test BatteryH O P K IN S V E R B A LL E A R N IN G T E S T
4 T R IA L S O F IM M E D IA T E R E C A LL F O R A 1 2 -W O R D L IS TO F S E M A N T IC A L L Y -R E LA T E D W O R D S . T O T A L R E C A L LO V E R 4 T R IA L S .
T R A IL M A K IN G P A R T B A N A T T E N T IO N A L T A S K R E Q U IR IN G R A P ID V IS U A LP R O C E S S IN G A N D W O R K IN G M E M O R Y .
L E T T E R N U M B E R S P A N A W O R K IN G M E M O R Y T A S K , IN C R E A S IN G LE V E L S O FD IF F IC U L T Y .
S T R O O P C -W T E S T A N A T T E N T IO N A L T E S T T H A T R E Q U IR E S S P E E D E DP R O C E S S IN G A N D R E S P O N S E IN H IB IT IO N .
C O N T R O L L E D O R A L W O R DA S S O C . T E S T
A V E R B A L F L U E N C Y T E S T T H A T R E Q U IR E S T H ES U B JE C T T O R A P ID L Y R E T R IE V E W O R D S T H A T B E G INW IT H A C E R T A IN L E T T E R .
S Y M B O L D IG IT M O D A L IT IE ST E S T
A C O D IN G T E S T , R E Q U IR IN G R A P ID P R O C E S S IN GS P E E D .
H V L T D E L A Y E D R E C A L L D E L A Y E D R E C A L L O F T H E 1 2 -W O R D L IS T L E A R N E D .
H V L T R E C O G N IT IO N D E L A Y E D R E C O G N IT IO N O F T H E 1 2 -W O R D L IS T . Y E S -N O R E S P O N S E T O 2 4 W O R D S (1 2 /1 2 ).
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Neuropsychological Testing: Neuropsychological Testing: What We KnowWhat We Know
• Sensitive tool for assessing concussion– BUT it is only one piece of the puzzle
• Must assess all aspects of the injury
• Baseline testing yields the best results
• Useful in tracking recovery, return to play
• All players and concussions not created equal
• Immediate (acute) assessment data may not be necessary?
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Neuropsychological Testing:Neuropsychological Testing:What We DonWhat We Don’’t Know?t Know?
• Most effective test battery
• Benefit of computerized over conventional
• Best model for interpreting recovery
• Psychometric issues of serial testing
• Exact standards for return to play
• Effects of neurodevelopmental factors, etc.
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Neuropsychological Testing: Neuropsychological Testing: Future DirectionsFuture Directions
• Evidence-based RTP direction from neuropsych testing
• Unique contribution of neuropsych testing over brief measures
• Predicting outcome
• Reliability, validity of computerized testing
• Correlate with Advanced Imaging
• Application beyond sports
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ANAMANAM -- Automated Neuropsychological Automated Neuropsychological Assessment MatrixAssessment Matrix
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Sensitive Injury DetectionSensitive Injury Detection
There is no perfect marker for concussion or recoveryThere is no perfect marker for concussion or recovery
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Part V: Part V: LongtermLongterm Effects of Sports ConcussionEffects of Sports Concussion
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Sensitive, Accurate Injury DetectionSensitive, Accurate Injury Detection
Improved Injury ManagementImproved Injury Management
Prevention of RePrevention of Re--injury, Cumulative injury, Cumulative Impairment, Second Impact SyndromeImpairment, Second Impact Syndrome
……EmpiricallyEmpirically--Based ApproachBased Approach
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The Role of Neuropsychological The Role of Neuropsychological Testing in SportsTesting in Sports
Michael McCrea, Ph.D., ABPPMichael McCrea, Ph.D., ABPP
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Neuropsychological Testing & Sports ConcussionNeuropsychological Testing & Sports Concussion
• Methodological Issues- Test selection- Population characteristics- Normative/Clinical Data- Reliability/Validity- Sensitivity/Specificity- Reliable change- Defining “recovery”- Consultant’s role- Recognizing limitations
• Clinical Application- Why do baseline testing- How to do BL testing- Who does testing?- Sideline/acute eval- F/U assessment (timing)- Defining injury ‘grade’- Determining recovery- RPT decision-making- Cumulative injury- DQ determination
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From Art To ScienceFrom Art To Science• Dozens of studies, most in past 8 years• Strong leadership presence by Neuropsychologists• Estimates of symptom, cognitive recovery range
from hours to weeks to months (to > 1 year)• Findings difficult to interpret based on methods:
- Varied definitions of concussion- Small sample sizes; lack of control group - Baseline vs. no baseline studies- No acute assessment of signs, symptoms, cognition- Limited objective follow-up assessment, varied intervals- Not all domains of recovery evaluated (sx, cognitive, balance) - Recovery endpoint beyond study design
• What’s the incremental value of neuropsych testing?
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BL CC PG D1 D2 D3 D5 D7
Measuring Measuring Concussion Effects & RecoveryConcussion Effects & Recovery
SymptomsSymptomsCognitionCognitionPostural StabilityPostural StabilityCerebral FunctionCerebral Function