Utility of the ImPACT test with deaf adolescents

Jennifer Reesman, Jill Pineda, Jenny Carver, Patrick J. Brice, T. Andrew Zabel, Philip Schatz

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)318-327
Number of pages10
JournalClinical Neuropsychologist
Issue number2
StatePublished - Feb 17 2016


  • baseline assessment
  • computerized assessment
  • deaf
  • hearing loss

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Clinical Psychology
  • Psychiatry and Mental health


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