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Data, Research & Publications  >  Baseline Normative Data
  Immediate Post-Concussion Assessment and Cognitive Testing (ImPACT)  (contd.)

Normative Data for the Postconcussion Scale 1
The Postconcussion Scale is a 22-item scale designed to measure the severity of symptoms in the acute phase of recovery from concussion (Lovell & Collins, 1998). An earlier version of this scale has been used with large samples of collegiate football players (Collins et al., 1999). The version of the scale used for this project is reprinted on page 17.

The Postconcussion Scale is essentially a "state" measure of perceived symptoms associated with concussion. That is, the athlete is asked to report his or her "current" experience of the symptoms. This allows tracking of symptoms over very short intervals, such as consecutive days or every few days.

Sample

A sample of 2,304 high school and university students was used for this project. The vast majority of subjects were healthy at the time of their evaluations (i.e., 894 high school students and 1,295 university students). In addition, a sample of 115 high school and university athletes in the acute recovery period from concussion were examined (i.e., within 3 days).

Preliminary analyses showed that women tend to report more symptoms than men. Moreover, young people with a self-reported history of learning or speech problems, or special education placement, reported more symptoms than those without this history.

Therefore, normative and psychometric analyses were stratified by level (high school / university), gender, and learning / special education status.

The "regular education" samples were comprised of 588 high school boys, 119 high school girls, 803 university men, and 236 university women. The special education samples were comprised of 156 high school boys, 31 high school girls, 196 university men, and 60 university women.

It is important to note that inclusion in the so-called "special education" groups does not mean that the person (a) had a formally diagnosed learning disability, or (b) attended special education classes or programs. All subjects who self-reported any past speech therapy, learning problems (e.g., reading or math), ADHD, or special education placement were included in these groups.

The concussed athletes were all evaluated within 3 days injury. The sample was comprised of 83 young men and 32 young women.

Original Postconcussion Scale
Directions: After reading each symptom, please circle the number that best describes the way you have been feeling today. A rating of 0 means you have not experienced this symptom today. A rating of 6 means you have experienced severe problems with this symptom today.

Symptom None Mild Moderate Severe
Headache   0     1     2     3     4     5     6  
Confusion/Disorientation   0     1     2     3     4     5     6  
Difficulty Remembering Incident   0     1     2     3     4     5     6  
Nausea   0     1     2     3     4     5     6  
Vomiting   0     1     2     3     4     5     6  
Dizziness   0     1     2     3     4     5     6  
Balance Problems   0     1     2     3     4     5     6  
Fatigue   0     1     2     3     4     5     6  
Trouble Falling Asleep   0     1     2     3     4     5     6  
Sleeping More Than Usual   0     1     2     3     4     5     6  
Drowsiness   0     1     2     3     4     5     6  
Sensitivity to Light/Noise   0     1     2     3     4     5     6  
Irritability   0     1     2     3     4     5     6  
Sadness   0     1     2     3     4     5     6  
Nervousness   0     1     2     3     4     5     6  
Numbness or Tingling   0     1     2     3     4     5     6  
Feeling Slowed Down   0     1     2     3     4     5     6  
Feeling Like "In a Fog"   0     1     2     3     4     5     6  
Difficulty Concentrating   0     1     2     3     4     5     6  
Difficulty with Memory   0     1     2     3     4     5     6  

Current Version of the Scale - Used for this Project

Symptom Minor Moderate Severe
Headache   1     2     3     4     5     6  
Nausea   1     2     3     4     5     6  
Vomiting   1     2     3     4     5     6  
Balance Problems   1     2     3     4     5     6  
Dizziness   1     2     3     4     5     6  
Fatigue   1     2     3     4     5     6  
Trouble Falling Asleep   1     2     3     4     5     6  
Sleeping More Than Usual   1     2     3     4     5     6  
Sleeping Less Than Usual   1     2     3     4     5     6  
Drowsiness   1     2     3     4     5     6  
Sensitivity to Light   1     2     3     4     5     6  
Sensitivity to Noise   1     2     3     4     5     6  
Irritability   1     2     3     4     5     6  
Sadness   1     2     3     4     5     6  
Nervousness   1     2     3     4     5     6  
Feeling More Emotional   1     2     3     4     5     6  
Numbness or Tingling   1     2     3     4     5     6  
Feeling Slowed Down   1     2     3     4     5     6  
Feeling Mentally "Foggy"   1     2     3     4     5     6  
Difficulty Concentrating   1     2     3     4     5     6  
Difficulty Remembering   1     2     3     4     5     6  
Visual Problems   1     2     3     4     5     6  
Instead of zero, subjects checked a box if they were "not experiencing the symptom."

Descriptive Statistics & Psychometric Analyses
Descriptive statistics and psychometric analyses are provided in Table 18. The mean, median, standard deviation, interquartile range, and range of total scores, for each group, are presented. As seen from the measures of central tendency (mean and median) and the ranges, the distributions of total symptom scores are clearly skewed. This is illustrated graphically, for two samples, in Figures 1 and 2. The distribution of scores for the clinical sample is not severely skewed (Figure 3).

Table 18. Descriptive and psychometric analyses.


Preliminary analyses suggest that women report more symptoms than men, and those with a history of special education or learning problems report more symptoms than those without this history. The statistics presented in this table are stratified by level, gender, and special education status. Descriptive statistics: Sample size, Mean, Median, Standard Deviation, Interquartile Range, Range. Reliability: Cronbach's Unstandardized Alpha (this represents the lower bound of reliability), Standard Error of Measurement, .80 and .90 Confidence Intervals.

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Quick Reference Tables
Normative Data for Children Ages 11-14

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"After just a month, ImPACT has already paid for itself in assisting our ATCs & Team Docs in return-to-play decisions. Neurological deficits documented by ImPACT exist long after our athletes tell us they are “ready to play”. "
- Dude Slate, ATC, Hobbs Municipal Schools, Hobbs, New Mexico
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