Transcript PPT - American Academy of Pediatrics

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Prepared for your next patient.
Sport-Related Concussions
in Children and Adolescents
What you need to know
Mark Halstead, MD, FAAP
Assistant Professor, Depts. of Pediatrics and Orthopedics
Washington University Sports Medicine -- St Louis, MO
Director, Sports Concussion Clinic
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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 Features
1. May be due to direct blow to face, head, neck, or
elsewhere on body with “impulsive” force to head
2. Rapid onset of short-lived impairment of neurologic
function that resolves spontaneously
3. Acute symptoms usually due to functional
disturbance rather than structural injury
4. 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
Neuronal Disruption
Potassium Efflux, Release of Glutamate
Increased Potassium Efflux
Increased Demand for ATP and Glucose
“Metabolic Crisis”
Lactate accumulates; decreased cerebral blood flow
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Common Signs and Symptoms
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+/- 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
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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
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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”
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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
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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?
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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
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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
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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
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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
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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
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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
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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
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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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