Group versus individual administration affects baseline neurocognitive test performance.

Background: Computer-based tests are widely used for the purpose of documenting baseline neurocognitive function, and athletes are often tested in groups. At present, there is limited research on the effects of administering these tests in a group versus individual setting.

Hypothesis: Athletes assessed with neurocognitive tests in groups would show decreased performance compared with those assessed individually.

Relationship between subjective test feedback provided by high-school athletes during computer-based assessment of baseline cognitive functioning and self-reported symptoms.

Subjective feedback about distractions or problems encountered during computerized assessment was provided by 538 out of a pool of 1659 high-school athletes who completed baseline testing using ImPACT (Immediate Post-Concussion Assessment and Cognitive Testing). Three types of feedback were included: (a) environmental, (b) computer-based (mechanical), and (c) instruction-based (associated with difficulty understanding test instructions). One-way analyses of variance were conducted and revealed relationships between greater symptom reporting and any type of feedback, environmental feedback, and instruction-based feedback.