Abstract:This study highlights the impact of age, gender and concussion on EF in youth. These findings provide foundational knowledge to better manage cognitive sequelae following sports-related concussion.
ObjectiveA systematic review of factors that might be associated with, or influence, clinical recovery from sport-related concussion. Clinical recovery was defined functionally as a return to normal activities, including school and sports, following injury.DesignSystematic review.Data sourcesPubMed, PsycINFO, MEDLINE, CINAHL, Cochrane Library, EMBASE, SPORTDiscus, Scopus and Web of Science.Eligibility criteria for selecting studiesStudies published by June of 2016 that addressed clinical recovery from concussion.ResultsA total of 7617 articles were identified using the search strategy, and 101 articles were included. There are major methodological differences across the studies. Many different clinical outcomes were measured, such as symptoms, cognition, balance, return to school and return to sports, although symptom outcomes were the most frequently measured. The most consistent predictor of slower recovery from concussion is the severity of a person’s acute and subacute symptoms. The development of subacute problems with headaches or depression is likely a risk factor for persistent symptoms lasting greater than a month. Those with a preinjury history of mental health problems appear to be at greater risk for having persistent symptoms. Those with attention deficit hyperactivity disorder (ADHD) or learning disabilities do not appear to be at substantially greater risk. There is some evidence that the teenage years, particularly high school, might be the most vulnerable time period for having persistent symptoms—with greater risk for girls than boys.ConclusionThe literature on clinical recovery from sport-related concussion has grown dramatically, is mostly mixed, but some factors have emerged as being related to outcome.
ObjectiveA systematic review of factors that might be associated with, or influence, clinical recovery from sport-related concussion. Clinical recovery was defined functionally as a return to normal activities, including school and sports, following injury.DesignSystematic review.Data sourcesPubMed, PsycINFO, MEDLINE, CINAHL, Cochrane Library, EMBASE, SPORTDiscus, Scopus and Web of Science.Eligibility criteria for selecting studiesStudies published by June of 2016 that addressed clinical recovery from concussion.ResultsA total of 7617 articles were identified using the search strategy, and 101 articles were included. There are major methodological differences across the studies. Many different clinical outcomes were measured, such as symptoms, cognition, balance, return to school and return to sports, although symptom outcomes were the most frequently measured. The most consistent predictor of slower recovery from concussion is the severity of a person’s acute and subacute symptoms. The development of subacute problems with headaches or depression is likely a risk factor for persistent symptoms lasting greater than a month. Those with a preinjury history of mental health problems appear to be at greater risk for having persistent symptoms. Those with attention deficit hyperactivity disorder (ADHD) or learning disabilities do not appear to be at substantially greater risk. There is some evidence that the teenage years, particularly high school, might be the most vulnerable time period for having persistent symptoms—with greater risk for girls than boys.ConclusionThe literature on clinical recovery from sport-related concussion has grown dramatically, is mostly mixed, but some factors have emerged as being related to outcome.
“…Unsurprisingly, concussion is more likely than other sports injuries to cause trouble with school work (Wasserman, Bazarian, Mapstone, Block, & van Wijngaarden, 2016) and a number of recent studies have reported an association between duration of concussion symptoms and academic problems (Baker, 2016;Field, Collins, Lovell, & Maroon, 2003;Ransom et al, 2015). Adolescents may be especially prone to school problems, as they take longer on average to recover from concussion than other age groups (Lax et al, 2015), and they usually have greater academic and extracurricular demands than younger children. Numerous authors have outlined suggestions for concussion-related academic accommodations (Halstead et al, 2013;Newlin & Hooper, 2015), and a graduated return-to-school strategy was created for the most recent consensus statement on concussion in sport (McCrory et al, 2017).…”
Objective: The purpose of this study was to compare adolescent students with and without concussion on a battery of academic, neurocognitive, and socioemotional measures and assess the aftereffects of concussion across domains of functioning. Methods: Twenty-four adolescents (ages 13–17) reporting postconcussion symptoms were compared to 24 controls matched for age and gender across a battery of tests and surveys. Results: After correcting for multiple comparisons, there were no significant differences on any neuropsychological measures. Similarly, there were no significant group differences on academic measures of vocabulary, word recognition, or reading comprehension. Self-reported concussion symptoms were much greater for students with concussion, as were self-reports of anxiety, depression, and somatization symptoms. Parents also rated those with concussion as having greater depression and somatization symptoms, but not to a degree that survived Bonferroni correction. Lastly, those with concussion reported a significantly greater number of school problems and academic concerns. Conclusions: Results indicated that adolescents who reported postconcussion symptoms do not perform differently from peers on most neurocognitive and academic tasks, yet they showed considerably more worry, somatization, academic concerns, and feelings of inadequacy than matched controls. The findings suggest that interventions to address psychological and academic stress may be indicated for adolescents symptomatic from concussion.
“…Executive function also seems to play a role in academic achievement and some researchers identify a definite difference between boys' and girls' executive function abilities, while others report that differences aren't significant. Blair, Raver and Berry (2013:560) (Lax et al 2015).…”
Background: Developmental coordination disorder (DCD) has a negative impact on everyday activities and academic achievement in children, mainly owing to similar underlying motor and cognitive constructs. Academic achievement of boys and girls seems to be different, with boys being more prone to academic backlogs, especially in language-related areas.Aim: This study investigated if boys with DCD displayed more academic problems than girls with DCD.Setting: Ten-year-old children (N = 221, ±0.41) from different economic backgrounds were randomly selected for assessment as part of the NW-CHILD (North-West Child Health, Integrated with Learning and Development) longitudinal study in the North West Province of South Africa.Methods: The Movement Assessment Battery for Children, Second Edition, was used to determine DCD status in the group. The results of the Annual National Assessment and the mid-year June exam, which included six learning areas, were used to analyse academic differences between typically developing boys and girls and those who were identified with DCD (seven boys, seven girls). Independent t-testing and Mann–Whitney non-parametric tests were used to determine differences between boys and girls.Results: Boys with DCD had inferior literacy and numeracy skills, significantly poorer manual dexterity and balancing skills and also displayed statistically and large practically significant weaker mid-year grade point averages than girls. Children with DCD also portrayed poorer academic achievement than typically developing children.Conclusion: Significant differences in balancing skills and in languages between boys and girls with DCD might have contributed to the practically significant poorer maths performance of boys.
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