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Table A.1. Approximate Classification Ranges for Index Scores: Boys Ages 13 - 15 (N = 183)

  Verbal Memory Visual Memory Processing Speed Reaction Time
Impaired < 63 < 49 < 16.2 > .76
Borderline 64 - 73 50 - 60 16.3 - 24.2 .75 - .67
Low Average 74 - 79 61 - 68 24.3 - 30.1 .66 - .61
Average 80 - 92 69 - 86 30.2 - 37.8 .60 - .53
High Average 93 - 96 87 - 93 37.9 - 44.2 .52 - .49
Superior 97 - 99 94 - 97 44.3 - 50.2 .48 - .45
Very Superior 100 98 - 100 > 50.3 < .44

Table A.2. Approximate Classification Ranges for Index Scores: Boys Ages 16 - 18 (N = 158)

  Verbal Memory Visual Memory Processing Speed Reaction Time
Impaired < 68 < 51 < 26.4 > .74
Borderline 69 - 74 52 - 59 26.5 - 29.6 .73 - .64
Low Average 75 - 79 60 - 70 29.7 - 33.6 .63 - .59
Average 80 - 92 71 - 88 33.7 - 42.5 .58 - .50
High Average 93 - 96 89 - 93 42.6 - 47.7 .49 - .47
Superior 99 94 - 96 47.8 - 51.1 .46 - .43
Very Superior 100 97 - 100 > 51.2 < .42

Table A.3. Approximate Classification Ranges for Index Scores: Girls Ages 13 - 18 (N = 83)

  Verbal Memory Visual Memory Processing Speed Reaction Time
Impaired < 68 < 49 < 18.9 > .75
Borderline 69 - 77 50 - 59 19.0 - 28.9 .74 - .67
Low Average 78 - 83 60 - 69 29.0 - 32.7 .66 - .61
Average 84 - 93 70 - 88 32.8 - 42.3 .60 - .51
High Average 94 - 98 89 - 92 42.4 - 47.0 .50 - .49
Superior 99 – 100 93 - 98 47.1 - 51.1 .48 - .45
Very Superior -- 99 - 100 > 51.2 < .44

Table A.4. Approximate Classification Ranges for Index Scores - University Men (N = 410)

  Verbal Memory Visual Memory Processing Speed Reaction Time
Impaired < 71 < 51 < 23.8 > .75
Borderline 72 - 77 52 - 60 23.9 - 28.3 .74 - .67
Low Average 78 - 82 61 - 68 28.4 - 32.4 .66 - .61
Average 83 - 94 69 - 94 32.5 - 42.0 .60 - .52
High Average 95 - 97 95 - 97 42.1 - 46.0 .51 - .48
Superior 98 – 99 98 - 99 46.1 - 50.0 .47 - .45
Very Superior 100 100 > 50.1 < .44

Table A.5. Approximate Classification Ranges for Index Scores - University Women (N=97)

  Verbal Memory Visual Memory Processing Speed Reaction Time
Impaired < 70 < 48 < 23.3 > .70
Borderline 71 - 82 49 - 59 23.4 - 29.7 .69 - .64
Low Average 83 - 86 60 - 69 29.8 - 34.3 .63 - .60
Average 87 - 97 70 - 88 34.4 - 42.1 .59 - .52
High Average 98 - 100 89 - 93 42.2 - 46.3 .51 - .50
Superior -- 94 - 96 46.4 - 49.2 .49 - .48
Very Superior -- 97 - 100 > 49.3 < .47

Appendix B. Postconcussion Scale
Quick Reference Tables

Step 1: Look up the classification range.

Step 2: Consider that the athlete's "true score" falls in the range of +/- 8 points surrounding the obtained score (last row of Table 18).

Step 3: Retest the athlete in a few days. If his/her score drops by 10 or more points, this is probably real improvement. If his/her score gets worse by 2 or more points, this should be taken seriously because athletes rarely get worse over time. In fact, of the 82 players tested twice, only 5% got worse by 5 or more points over the retest interval.

Step 4: Keep in mind that improvement doesn't mean recovery. The tables can be used to determine when an athlete's score falls in the broadly normal range. In our view, athletes who continue to report symptoms outside the broadly normal range, under most circumstances, should continue to rest.

Table B.1. 588 regular education high school boys.

Classification Raw Scores Percentile Ranks for Players
Low - Normal 0 40.5
Normal 1 - 6 49 - 76
Unusual 7 - 13 79 - 90
High 14 - 21 91 - 95
Very High 22+ > 95


Table B.2. 119 regular education high school girls

Classification Raw Scores Percentile Ranks for Players
Low - Normal 0 29.4
Normal 1 - 8 40 - 75
Unusual 9 - 17 76 - 90
High 18 - 39 91 - 95
Very High 40+ > 95


Table B.3. 803 regular education university men

Classification Raw Scores Percentile Ranks for Players
Low - Normal 0 43.3
Normal 1 - 5 50 - 75
Unusual 6 - 12 78 - 90
High 13 - 20 91 - 95
Very High 21+ > 95


Table B.4. 236 regular education university women

Classification Raw Scores Percentile Ranks for Players
Low - Normal 0 26.7
Normal 1 - 10 32 - 75
Unusual 11 - 21 79 - 90
High 22 - 31 91 - 95
Very High 32+ > 95


Table B.5. 156 high school boys with a history of "special education"4

Classification Raw Scores Percentile Ranks for Players
Low - Normal 0 31
Normal 1 - 10 39 - 74
Unusual 11 - 26 76 - 90
High 27 - 38 92 - 95
Very High 239+ > 95


Table B.6. 31 high school girls with a history of "special education"

Classification Raw Scores Percentile Ranks for Players
Low - Normal 0 19
Normal 1 - 6 32 - 74
Unusual 8 - 14 81 - 90
High 15 - 19 93 - 97


Table B.7. 196 university men with a history of "special education"

Classification Raw Scores Percentile Ranks for Players
Low - Normal 0 28
Normal 1 - 12 34 - 74
Unusual 13 - 28 77 - 90
High 29 - 41 91 - 95
Very High 42+ > 95


Table B.8. 60 university women with a history of "special education"

Classification Raw Scores Percentile Ranks for Players
Low - Normal 0 17
Normal 1 - 13 22 - 73
Unusual 14 - 21 78 - 90
High 22 - 31 91 - 95
Very High 32+ > 95



Acknowledgements

1 Grant L. Iverson, Ph.D., University of British Columbia & Riverview Hospital; Mark R. Lovell, Ph.D., University of Pittsburgh Medical Center; Kenneth Podell, Ph.D., Henry Ford Hospital; Michael W. Collins, Ph.D., University of Pittsburgh Medical Center

2 Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16:3, 297-234.
Franzen, M.D. (1989). Reliability and validity in neuropsychological assessment. New York: Plenum Press.
Franzen, M.D. (2000). Reliability and validity in neuropsychological assessment. (2nd Edition) New York: Kluwer Academic/Plenum Press.

3 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.

4 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  

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ImPACT Normative Data (IND)
Normative Data for Children Ages 11-14

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