James R Clugston1,2,3, Sara P D Chrisman4,5, Zachary M Houck6, Breton M Asken6, Jonathan K Boone7, Thomas A Buckley8, Nicole L Hoffman9, Julianne D Schmidt10, Anthony P Kontos11, Michael S Jaffee2, Kimberly G Harmon12, Steven P Broglio13, Michael A McCrea14, Thomas W McAllister15, Justus D Ortega16. 1. Departments of Community Health and Family Medicine; and. 2. Neurology, University of Florida, Gainesville, FL. 3. Division of Sports Health, University Athletic Association, University of Florida, Gainesville, FL. 4. Seattle Children's Research Institute, Seattle, WA. 5. Department of Pediatrics, University of Washington, Seattle, WA. 6. Department of Clinical and Health Psychology, University of Florida, Gainesville, FL. 7. Department of Athletic Training, Miami Dolphins, National Football League, Davie, FL. 8. Department of Kinesiology and Applied Physiology, University of Delaware, Newark, DE. 9. School of Kinesiology and Recreation, Illinois State University, Normal, IL. 10. Department of Kinesiology, University of Georgia, Athens, GA. 11. Department of Orthopaedic Surgery, University of Pittsburgh, Pittsburgh, PA. 12. Department of Family Medicine, University of Washington, Seattle, WA. 13. School of Kinesiology, University of Michigan, Ann Arbor, MI. 14. Department of Neurosurgery, Medical College of Wisconsin, Milwaukee, WI. 15. Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN; and. 16. Department of Kinesiology and Recreation Administration, Humboldt State University, Arcata, CA.
Abstract
OBJECTIVE: To explore differences in baseline King-Devick Test (KD) completion time between 2 testing modalities: (1) spiral-bound paper cards (cards) and (2) iPad application (iPad). DESIGN: Cross-sectional cohort analysis. SETTING: National Collegiate Athlete Association (NCAA) institutions. PARTICIPANTS: Student athletes from 13 women's and 11 men's collegiate sports who completed KD baseline testing as part of their first year in the Concussion Assessment, Research and Education (CARE) Consortium from 2014 to 2016 (n = 2003, 52.2% male). INDEPENDENT VARIABLES: King-Devick Test modalities; cards or iPad. MAIN OUTCOME MEASURE: Baseline KD completion time (seconds). RESULTS: Mean baseline KD completion time of the iPad modality group [42.8 seconds, 95% confidence interval (CI), 42.1-43.3] was 2.8 seconds (95% CI, 2.1-3.4) greater than the cards group (40.0 seconds, 95% CI, 39.7-40.3) (t(1, 1010.7) = -8.0, P < 0.001, Cohen's d = 0.41). CONCLUSIONS: Baseline KD performance is slower when tested on an iPad than when tested on spiral-bound paper cards. The 2 KD modalities should not be used interchangeably in concussion assessments because differences in the modalities can lead to time differences similar in magnitude to those used to indicate concussion. From a research perspective, modality may influence interpretation and/or synthesis of findings across studies.
OBJECTIVE: To explore differences in baseline King-Devick Test (KD) completion time between 2 testing modalities: (1) spiral-bound paper cards (cards) and (2) iPad application (iPad). DESIGN: Cross-sectional cohort analysis. SETTING: National Collegiate Athlete Association (NCAA) institutions. PARTICIPANTS: Student athletes from 13 women's and 11 men's collegiate sports who completed KD baseline testing as part of their first year in the Concussion Assessment, Research and Education (CARE) Consortium from 2014 to 2016 (n = 2003, 52.2% male). INDEPENDENT VARIABLES: King-Devick Test modalities; cards or iPad. MAIN OUTCOME MEASURE: Baseline KD completion time (seconds). RESULTS: Mean baseline KD completion time of the iPad modality group [42.8 seconds, 95% confidence interval (CI), 42.1-43.3] was 2.8 seconds (95% CI, 2.1-3.4) greater than the cards group (40.0 seconds, 95% CI, 39.7-40.3) (t(1, 1010.7) = -8.0, P < 0.001, Cohen's d = 0.41). CONCLUSIONS: Baseline KD performance is slower when tested on an iPad than when tested on spiral-bound paper cards. The 2 KD modalities should not be used interchangeably in concussion assessments because differences in the modalities can lead to time differences similar in magnitude to those used to indicate concussion. From a research perspective, modality may influence interpretation and/or synthesis of findings across studies.
Authors: Katherine M Breedlove; Justus D Ortega; Thomas W Kaminski; Kimberly G Harmon; Julianne D Schmidt; Anthony P Kontos; James R Clugston; Sara P D Chrisman; Michael A McCrea; Thomas W McAllister; Steven P Broglio; Thomas A Buckley Journal: J Athl Train Date: 2019-10-16 Impact factor: 2.860
Authors: James R Clugston; Zachary M Houck; Breton M Asken; Jonathan K Boone; Anthony P Kontos; Thomas A Buckley; Julianne D Schmidt; Sara P D Chrisman; Nicole L Hoffman; Kimberly G Harmon; Thomas W Kaminski; Michael W Collins; Thomas W McAllister; Michael A McCrea; Steven P Broglio; Justus D Ortega Journal: J Athl Train Date: 2019-10-04 Impact factor: 2.860