Utility of the ImPACT test with deaf adolescents. Issue 2 (17th February 2016)

• Record Type: Journal Article
• Authors: Reesman, Jennifer; Pineda, Jill; Carver, Jenny; Brice, Patrick J.; Zabel, T. Andrew; Schatz, Philip
• Is Part Of: Clinical neuropsychologist. Volume 30:Issue 2(2016)
• Page Start: 301
• Page End: 310
• Publication Date: 2016-02-17
• Subjects: Hearing loss -- deaf -- computerized assessment -- baseline assessment; Neuropsychology -- Periodicals; Neuropsychology -- Periodicals; Mental Disorders -- Periodicals; 612.805
• DOI: 10.1080/13854046.2016.1142613
• Languages: English
• ISSNs: 1385-4046

Abstract

Abstract: Objective: The goals of the study included empirical examination of the utility of the Immediate and Post-Concussion Assessment and Cognitive Testing (ImPACT) test with adolescents who are deaf or hard-of-hearing and to investigate patterns of performance at baseline that may arise in the assessment of this population. Baseline assessment of student-athletes has been conducted on a widespread scale with focus on performance of typically developing student-athletes and some clinical groups, though to date no studies have examined adolescents who are deaf or hard-of-hearing. Method: Retrospective and de-identified ImPACT baseline test used with deaf and hard-of-hearing high-school student-athletes ( N = 143; 66% male, mean age = 16.11) was examined. Results: Review indicated significant differences in some composite scores between the deaf and hard-of-hearing group and hearing normative comparisons. A possible marker of task misunderstanding was identified to occur more frequently within the deaf and hard-of-hearing sample (13% in deaf sample vs. .31% in hearing sample). Conclusions: Results may provide support for the consideration and use of additional measures to ensure comprehension of task demands when considering this tool for use with deaf and hard-of-hearing adolescents.