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Sport-Related Concussionsin Children and Adolescents

What you need to know

Mark Halstead, MD, FAAPAssistant Professor, Depts. of Pediatrics and OrthopedicsWashington University Sports Medicine -- St Louis, MODirector, Sports Concussion Clinic

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Prepared for your next patient.

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Disclaimers Statements and opinions expressed are those of the authors and not

necessarily those of the American Academy of Pediatrics.

Mead Johnson sponsors programs such as this to give healthcare professionals access to scientific and educational information provided by experts. The presenter has complete and independent control over the planning and content of the presentation, and is not receiving any compensation from Mead Johnson for this presentation. The presenter’s comments and opinions are not necessarily those of Mead Johnson. In the event that the presentation contains statements about uses of drugs that are not within the drugs' approved indications, Mead Johnson does not promote the use of any drug for indications outside the FDA-approved product label.

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Disclosure

Faculty Disclosure Information

In the past 12 months, I have not had any relevant financial relationships with the manufacturer of any commercial product and/or provider of commercial services discussed in this webinar.

I do not intend to discuss an unapproved/investigative use of a commercial product/device in my presentation.

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Objectives Understand the epidemiology of sport-related

concussion. Determine appropriate in-office evaluation of a

sport-related concussion. Analyze the role of computerized neurocognitive

assessment of a concussion. Implement appropriate return to play protocols

following a concussion.

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Definition

Complex pathophysiological process affecting the brain, induced by biomechanical forces

1st Int’l Symposium on Concussion in Sport (Vienna, 2001)Organized by FIFA, IIHF, IOC

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Definition: 5 Major Features1. May be due to direct blow to face, head, neck, or

elsewhere on body with “impulsive” force to head2. Rapid onset of short-lived impairment of neurologic

function that resolves spontaneously3. Acute symptoms usually due to functional

disturbance rather than structural injury4. Results in graded set of clinical syndromes that may

or may not involve loss of consciousness (LOS)5. Typically associated with grossly normal

neuroimaging studies

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Epidemiology: Boys Sports

Lincoln AE, Caswell SV, Almquist JL, et al. Trends in concussion incidence in high school sports: a prospective 11-year study. Am J Sports Med. 2011;39(5):958–963; Castile L, Collins CL, McIIvain NM, et al. The epidemiology of new versus recurrent sports concussion among high school athletes 2005-2010. Br J Sports Med. 2012;46(8):603–610; and Marar M, McIIvain NM, Fields SK, et al. Epidemiology of concussions among United States high school athletes in 20 sports. Am J Sports Med. 2012;40(4):747–755

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Epidemiology: Girls Sports

Lincoln AE, Caswell SV, Almquist JL, et al. Trends in concussion incidence in high school sports: a prospective 11-year study. Am J Sports Med. 2011;39(5):958–963; Castile L, Collins CL, McIIvain NM, et al. The epidemiology of new versus recurrent sports concussion among high school athletes 2005-2010. Br J Sports Med. 2012;46(8):603–610; and Marar M, McIIvain NM, Fields SK, et al. Epidemiology of concussions among United States high school athletes in 20 sports. Am J Sports Med. 2012;40(4):747–755

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Concussion Epidemiology

Marar M, McIIvain NM, Fields SK, et al. Epidemiology of concussions among United States high school athletes in 20 sports. Am J Sports Med. 2012;40(4):747–755

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Mechanism of Injury

Gessel LM, Fields SK, Collins CL, et al. Concussions among United States high school and collegiate athletes. J Athl Train. 2007;42(4):495–503

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Pathophysiology

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Common Signs and Symptoms +/- LOC Headache Dizziness Nausea/vomiting Unaware of period, opposition, score Confusion Amnesia Unaware of time, place, date Vacant stare/glassy eyed Slurred speech Feeling “dinged,” “slow,” “foggy” Visual changes Sensitivity to light/sound Unusual/inappropriate emotions (cry, laugh) Inappropriate playing behavior (running in

wrong direction) Seizure

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Common Symptoms

Meehan WP 3rd, d’Hemecourt P, Comstock RD. High school concussions in the 2008-2009 academic year: mechanisms, symptoms, and management. Am J Sports Med. 2010;38(12):2405–2409; and Castile L, Collins CL, McIIvain NM, et al. The epidemiology of new versus recurrent sports concussion among high school athletes 2005-2010. Br J Sports Med. 2012;46(8):603–610

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On the Field: Sideline Assessment Various tools

Standardized Assessment of Concussion (SAC) Symptom Assessment Balance Error Scoring System (BESS) Sport Concussion Assessment Tool 2 ([SCAT2] includes SAC,

BESS, others) Question: Which is the best one to use and what do

results mean?

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Utility of the SCAT2 What are baseline norms for high schoolers?

11th and 12th graders were better than 9th graders 88.7 and 89.0 vs 86.9 (p<0.001)

Athletes with self reported concussion history had lower scores than those with no history 87.0 vs 88.7 (p<0.001)

Females scored better than males 88.7 vs 87.7 (p=.03)

Cannot assume ‘baseline’ of 100 as norm Valovich McLeod TC, Bay RC, Lam KC, et al. Representative baseline values on the Sport Concussion Assessment Tool 2 (SCAT2) in adolescent athletes vary by gender, grade, and concussion history. Am J Sports Med. 2012;40(4):927–933

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Utility of the SCAT2

Valovich McLeod TC, Bay RC, Lam KC, et al. Representative baseline values on the Sport Concussion Assessment Tool 2 (SCAT2) in adolescent athletes vary by gender, grade, and concussion history. Am J Sports Med. 2012;40(4):927–933

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BESS: Balance Error Scoring System Postural Stability

Flat and 10cm foam 20 seconds each Count errors to score

Eyes opening Movement Hands off hips

Affected by environment Test after 15 minutes Footwear Surfaces

Some rater reliability issues Some practice effect noted

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When to Refer to Emergency Department General guidelines

LOC—how long? Focal neurological findings Worsening mental status Seizure activity Worsening headache Repeated emesis

Concern is for structural injury requiring computed tomography (CT) scan

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Neuroimaging Consider for all the things referral to emergency department

(ED) CT scan initially Consider magnetic resonance imaging (MRI) if more prolonged

recovery Remember, CT scan does not diagnose concussion Also, normal CT scan ≠ No concussion !!! Newer imaging (primarily research role)

Functional magnetic resonance imaging (fMRI) Positron emission tomography (PET) Single-photon emission computed tomography (SPECT)

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In the Office Assessment Same assessments that are done on the field may

not be as helpful in the office SCAT2―“S” is for “Sideline”

Symptom score checklists Neurological examination Concussion history Balance assessments

Most helpful first 3 days Vestibular system assessments School difficulties

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Symptom Checklist

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When to Refer to a Specialist Prolonged symptoms Severe symptoms that are not improving Your own individual comfort factor Patient with multiple concussions

Decisions on retirement? No “magic number”

Parental request

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Neurocognitive Testing What is available?

ImPACT (multiple tests) Axon Sports (playing cards test) Concussion vital signs Automated Neuropsychological Assessment Metrics

([ANAM] primarily military) HeadMinder Formal pencil and paper testing with

neuropsychologists

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Neurocognitive Testing Benefits

Gives ‘data’ of brain function In use for many years with good normal values Computerized test is easy to administer Much less time needed compared to formal pencil

and paper testing

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Neurocognitive Testing Issues

Standards for assessment How often? Testing while symptomatic? “We suggest initial evaluation 24–72 hours after injury. Consult a physician

for interpretation of ImPACT test results…second post-injury test should be administered 1–2 weeks after the initial post-injury test. We strongly discourage testing more than once a week.”

Baseline vs No Baseline Not validated below age 12

Pediatric ImPACT likely to be released by end of year Cost Who will interpret?

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Issues that Affect Test Environment

Group testing vs individuals Practice effects Prior computer use Baseline depression Overall effort Changing baselines

Felt to be stable after 10th grade

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What Role Do They Have? May be a part of a comprehensive concussion

evaluation program May help identify the ‘not so forthcoming’ athlete For more concrete and specific neurocognitive

evaluation, especially when considering significant or prolonged school adjustments → involve neuropsychologist for more formal testing

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What They Do Not Do Predict length of recovery. Provide prognosis for future problems. Act as the sole determining factor for return to play. Act as a red light/green light.

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How to Use First, develop a comprehensive concussion program for your

clinic/school Consultants Education on the issues―stay current―rapidly evolving topic

Appropriate plan for testing Setting Post-injury evaluation Physician or neuropsychologist to interpret the testing

Do not treat to the test Do not just use computer results/summary score

Electrocardiogram (EKG)

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Future Directions Further evaluation on true utility of the test Appropriate time to test

Is it really worth testing while symptomatic? Why is there now a post-testing symptom score on ImPACT?

Are all components helpful? Is there one program that is better than others?

At least two more were being marketed at the National Athletic Trainers' Association (NATA)

Are there more appropriate evaluations? Should we keep trying to get shorter and quicker evaluations

when assessing a brain injury?

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Recovery Time Numerous studies suggest

The younger the athlete, the longer the recovery Girls may take slightly longer than boys to recover

and often have more symptoms Majority of concussions (80%+) are back to ‘normal’

by 3 weeks following injury

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“Brain Rest” Initially restrict all physical activity that increases

heart rate or blood pressure Gym/recess Sporting activities Working out Recreational activities (skateboarding, etc.)

These restrictions may change based on development of post-concussive syndrome.

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“Brain Rest” Consider reducing cognitive stress

Reduced school day/off school Reduced school load Untimed tests Tutoring

May need to limit video games, texting, reading, computer use, television

Consideration for restrictions on driving → reduced reaction time is issue

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“Brain Rest” Involve the school early

Make adjustments ? days off Follow up with schools on adjustments being made High achieving students may not ‘give in’ to

adjustments

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Returning to Play No return to play in an acute concussion until

Asymptomatic at rest Asymptomatic with exertion Have completed full ‘return to activity’ progression Cognitively back to baseline at school

If concussion is suspected Pull from practice/game No return to play same day Medical evaluation and clearance before return

State law in 41 states

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Return to Play Do not allow to return to game/practice if suspected

or diagnosed concussion on day of injury Do not allow return to play/practice/exertion until

asymptomatic at rest Not a defined, set time frame (ie, 7 days, 2 weeks,

etc.) Progressive, step-wise approach to return to play

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“Concussion Rehab”Step-wise Return to Play No activity until asymptomatic Light aerobic activity Sport-specific training Non-contact training drills Full contact training after medically cleared Game play

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Medication Use No evidence for efficacy and safety of nonsteroidal

anti-inflammatory drugs (NSAIDs) or other medication in management of sport concussion

May be helpful for symptoms of post-concussive symptoms (typically all off-label uses) Sleep aids, attention-deficit disorder (ADD)

medications, non-conventional headache medications, antidepressives

Athlete must be off medication and symptom-free before return to sports

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Retirement from Sports TRICKY! No magic number Consider for prolonged symptoms, multiple

concussions Involve someone experienced in sport concussion

management

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THANK YOU!

Questions?

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