Category: Brain Injury; Clinical Practice (assessment, diagnosis, treatment, knowledge translation/EBP, implementation science, program development); Cross-Cutting
Objective : Is story retell a useful tool for identifying concussion-induced cognitive communication changes in collegiate athletes following concussion?
Design : Case control study
Setting : University Speech and Language Clinic
Participants (or Animals, Specimens, Cadavers) :
61 male and female college students between the ages of 18 and 23 in three groups. Group 1: collegiate athletes who sustained at least one concussion in high school or college, Group 2: collegiate athletes who reported no history of concussion, and Group 3: college students who did not participate in collegiate or competitive sports and had no history of concussion. Participants were recruited through university and college athletic directors, student life centers, academic departments, and word of mouth.
Interventions : Interventions: Not applicable
Main Outcome Measure(s) :
1. Do collegiate athletes who have reported sustaining a concussion demonstrate significantly lower scores on the MoCA and immediate and delayed story retell than collegiate athletes and non-athlete college students who report never having sustained a concussion?
2. Is there a difference between post-concussive cognitive and language abilities identified by immediate and delayed story retellvs. the MoCA?
3. Is there a correlation between immediate and delayed story retell scores and MoCA scores for each of the three groups?
4. Is there a correlation between self-reported academic difficulties and scores on story retell and the MoCA?
Results : This study found that athletes with recent concussions performed worse on the immediate story retell than on the Montreal Cognitive Assessment (MoCA). Immediate story retell appeared to be a more sensitive measure of cognitive and language differences that presented in participants who sustained a recent concussion.
Conclusions : The use of story retell tasks may have promise as a tool to assess subtle cognitive deficits.
Miriam Carroll-Alfano– Assistant Professor, Saint Xavier University, Crestwood, Illinois
Roberta DePompei– Dean Emerita, University of Akron, Akron, Ohio
Nickola Nelson– Professor Emerita, Western Michigan University, Kalamazoo, Michigan
Linda Shuster– Professor, Western Michigan University, Kalamazoo, Michigan