Group Versus Individual Administration Affects Baseline Neurocognitive Test Performance

Moser, Rosemarie Scolaro; Schatz, Philip; Neidzwski, Katherine; Ott, Summer D.

doi:10.1177/0363546511417114

Cited by 129 publications

(95 citation statements)

References 24 publications

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“…1 Since then, the transition from traditional paper-and-pencil to computerized administration of these tests has resulted in the widespread implementation of neurocognitive testing in schools, universities, and professional sporting leagues across the world. [2][3][4] These tests are generally used in 2 ways: (1) a preseason (preinjury) baseline test, which represents an athlete's normal neurocognitive functioning and (2) follow-up postinjury test(s), administered after a concussion is sustained. Significant differences between an athlete's baseline and postconcussion tests can be measured using reliable change indices or regression-based procedures, aiding sports medicine clinicians in making informed return-to-play decisions.…”

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confidence: 99%

Supervision and Computerized Neurocognitive Baseline Test Performance in High School Athletes: An Initial Investigation

Kuhn

Solomon

2014

Journal of Athletic Training

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Context: Computerized neuropsychological testing batteries have provided a time-efficient and cost-efficient way to assess and manage the neurocognitive aspects of patients with sport-related concussion. These tests are straightforward and mostly self-guided, reducing the degree of clinician involvement required by traditional clinical neuropsychological paper-andpencil tests.Objective: To determine if self-reported supervision status affected computerized neurocognitive baseline test performance in high school athletes.Design: Retrospective cohort study. . They reported taking the test either supervised by a sports medicine professional or unsupervised. These athletes (n ¼ 2140) were subjected to inclusion and exclusion criteria and then matched based on age, sex, and number of prior concussions. Main Outcome Measure(s):We extracted demographic and performance-based data from each de-identified baseline testing record. Paired t tests were performed between the selfreported supervised and unsupervised groups, comparing the following ImPACT baseline composite scores: verbal memory, visual memory, visual motor (processing) speed, reaction time, impulse control, and total symptom score. For differences that reached P , .05, the Cohen d was calculated to measure the effect size. Lastly, a v 2 analysis was conducted to compare the rate of invalid baseline testing between the groups. All statistical tests were performed at the 95% confidence interval level.Results Conclusions: Speed-based tasks were most affected by self-reported supervision status, although the effect sizes were relatively small. These data lend credence to the hypothesis that supervision status may be a factor in the evaluation of ImPACT baseline test scores.

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confidence: 99%

Supervision and Computerized Neurocognitive Baseline Test Performance in High School Athletes: An Initial Investigation

Kuhn

Solomon

2014

Journal of Athletic Training

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“…However, several limitations are noted. First, the majority of baseline testing was completed in groups larger than recently recommended (Lichtenstein et al, 2014;Moser et al, 2011Moser et al, , 2013Vaughn et al, 2014). Yet even with less than optimal environments for baseline administrations, the results were informative and indicate unnecessary redundancy of repeat testing in this population.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the ease and efficiency of computerized baseline testing, it has been criticized on the grounds of poor administrative practices (Lichtenstein, Moser, & Schatz, 2014;Moser, Schatz, Neidzwski, & Ott, 2011;Moser, Schatz, & Lichtenstein, 2013;Vaughn, Gerst, Sady, Newman, & Gioia,, 2014; also see Erdal, 2012) and poor validity due to effort ("sandbagging"). To enhance baseline test validity, we employed three sets of validity criteria to this sample.…”

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confidence: 99%

Repeat Baseline Assessment in College-Age Athletes

Maerlender

Molfese

2015

Developmental Neuropsychology

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“…ImPACT does not come with standardized instructions to be given to athletes before test administration, which may contribute to variability and increased error (Moser, Schatz, Neidzwski, & Ott, 2011). ImPACT can be administered in a group or individualized setting, and while group administration may be more appealing due to fewer time and personnel requirements, it can also be detrimental to the validity of test data (Moser et al, 2011).…”

Section: Standardized Administration and Environment In Testingmentioning

confidence: 99%

“…ImPACT can be administered in a group or individualized setting, and while group administration may be more appealing due to fewer time and personnel requirements, it can also be detrimental to the validity of test data (Moser et al, 2011).…”

Section: Standardized Administration and Environment In Testingmentioning

confidence: 99%

Validity and Reliability of Baseline Testing in a Standardized Environment

Higgins

Caze

Maerlender

2017

Archives of Clinical Neuropsychology

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Objective -The Immediate Postconcussion Assessment and Cognitive Testing (ImPACT) is a computerized neuropsychological test battery commonly used to determine cognitive recovery from concussion based on comparing post-injury scores to baseline scores. This model is based on the premise that ImPACT baseline test scores are a valid and reliable measure of optimal cognitive function at baseline. Growing evidence suggests that this premise may not be accurate and a large contributor to invalid and unreliable baseline test scores may be the protocol and environment in which baseline tests are administered. This study examined the effects of a standardized environment and administration protocol on the reliability and performance validity of athletes' baseline test scores on ImPACT by comparing scores obtained in two different group-testing settings. Method -Three hundred-sixty one Division 1 cohort-matched collegiate athletes' baseline data were assessed using a variety of indicators of potential performance invalidity; internal reliability was also examined. Results -Thirty-one to thirty-nine percent of the baseline cases had at least one indicator of low performance validity, but there were no significant differences in validity indicators based on environment in which the testing was conducted. Internal consistency reliability scores were in the acceptable to good range, with no significant differences between administration conditions. Conclusions -These results suggest that athletes may be reliably performing at levels lower than their best effort would produce.

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Group Versus Individual Administration Affects Baseline Neurocognitive Test Performance

Abstract: Administering baseline neurocognitive testing to athletes in a group setting may introduce extraneous error, negatively affecting test performance.

Cited by 129 publications

References 24 publications

Supervision and Computerized Neurocognitive Baseline Test Performance in High School Athletes: An Initial Investigation

Supervision and Computerized Neurocognitive Baseline Test Performance in High School Athletes: An Initial Investigation

Repeat Baseline Assessment in College-Age Athletes

Validity and Reliability of Baseline Testing in a Standardized Environment

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