INS NYC 2024 Program

Poster	Poster Session 03 Program Schedule 02/15/2024 09:30 am - 10:40 am Room: Shubert Complex (Posters 1-60) Poster Session 03: Neurotrauma \| Neurovascular Final Abstract #12 Association of Attention-Deficit/Hyperactivity Disorder with Academic and Social Concerns During Recovery in School Aged Children with Concussion Stephen Bunt, UT Southwestern Medical Center, Dallas, United States Logan Shurtz, UT Southwestern Medical Center, Dallas, United States Linda Hynan, UT Southwestern Medical Center, Dallas, United States Ingrid Tamez, UT Southwestern Medical Center, Dallas, United States Cheryl Silver, UT Southwestern Medical Center, Dallas, United States Nyaz Didehbani, UT Southwestern Medical Center, Dallas, United States Mathew Stokes, UT Southwestern Medical Center, Dallas, United States Shane Miller, UT Southwestern Medical Center, Dallas, United States Kathleen Bell, UT Southwestern Medical Center, Dallas, United States C Cullum, UT Southwestern Medical Center, Dallas, United States Category: Concussion/Mild TBI (Child) Keyword 1: concussion/ mild traumatic brain injury Keyword 2: attention deficit hyperactivity disorder Keyword 3: academic skills Objective: Premorbid conditions such as Attention-Deficit/Hyperactivity Disorder (ADHD) may impact symptoms or outcomes after concussion. Our objective is to investigate the association between ADHD and specific academic and social concerns expressed by children and adolescents following an acute concussion. Participants and Methods: This prospective cohort study at North Texas Concussion Registry (CONTEX) specialty concussion clinics included 330 participants aged 5 to 17 diagnosed with concussion. At an initial clinical visit, participants provided medical and educational history. Participants were categorized into ADHD (reported clinical diagnosis) and non-ADHD groups. Participants/parents completed the Concussion Learning Assessment and School Survey (CLASS) at follow-up 3 months after initial clinical visit. Specific academic/social concerns measured by the CLASS were categorized as either "no concern/stress" or "some level of concern/stress.” Chi-square analyses were performed to investigate the association between ADHD and presence of concern/stress and reported as χ²(df,n). Results: There was no difference between ADHD (n=46) and non-ADHD (n=283) groups regarding participants’ concern about the injury affecting school learning and performance (χ²(1,329)= 0.092, p=0.762). There was also no difference between these groups in terms of feeling stress from missing time with friends and/or social activities (χ²(1,330)= 0.662 p=0.416), not being allowed to play sports (χ²(1,330)= 0.071 , p=0.790), not having enough support from teachers (χ²(1,330)= 3.650, p=0.056), not having enough support from parents or siblings (χ²(1,330)= 1.025 p=0.311), being overwhelmed by schoolwork piling up (χ² (1,330)=0.839, p= 0.360), or grades dropping (χ²(1,330)= 1.015, p=0.314). Conclusions: Children and adolescents with ADHD share similar academic and social concerns with those without ADHD during recovery from concussion. It is important that teachers provide adequate academic support to all students recovering from concussion.

Poster

02/15/2024
09:30 am - 10:40 am
Room: Shubert Complex (Posters 1-60)

Poster Session 03: Neurotrauma | Neurovascular

Final Abstract #12

Association of Attention-Deficit/Hyperactivity Disorder with Academic and Social Concerns During Recovery in School Aged Children with Concussion

Stephen Bunt, UT Southwestern Medical Center, Dallas, United States
Logan Shurtz, UT Southwestern Medical Center, Dallas, United States
Linda Hynan, UT Southwestern Medical Center, Dallas, United States
Ingrid Tamez, UT Southwestern Medical Center, Dallas, United States
Cheryl Silver, UT Southwestern Medical Center, Dallas, United States
Nyaz Didehbani, UT Southwestern Medical Center, Dallas, United States
Mathew Stokes, UT Southwestern Medical Center, Dallas, United States
Shane Miller, UT Southwestern Medical Center, Dallas, United States
Kathleen Bell, UT Southwestern Medical Center, Dallas, United States
C Cullum, UT Southwestern Medical Center, Dallas, United States

Category: Concussion/Mild TBI (Child)

Keyword 1: concussion/ mild traumatic brain injury
Keyword 2: attention deficit hyperactivity disorder
Keyword 3: academic skills

Objective:

Premorbid conditions such as Attention-Deficit/Hyperactivity Disorder (ADHD) may impact symptoms or outcomes after concussion. Our objective is to investigate the association between ADHD and specific academic and social concerns expressed by children and adolescents following an acute concussion.

Participants and Methods:

This prospective cohort study at North Texas Concussion Registry (CONTEX) specialty concussion clinics included 330 participants aged 5 to 17 diagnosed with concussion. At an initial clinical visit, participants provided medical and educational history. Participants were categorized into ADHD (reported clinical diagnosis) and non-ADHD groups. Participants/parents completed the Concussion Learning Assessment and School Survey (CLASS) at follow-up 3 months after initial clinical visit. Specific academic/social concerns measured by the CLASS were categorized as either "no concern/stress" or "some level of concern/stress.” Chi-square analyses were performed to investigate the association between ADHD and presence of concern/stress and reported as χ²(df,n).

Results:

There was no difference between ADHD (n=46) and non-ADHD (n=283) groups regarding participants’ concern about the injury affecting school learning and performance (χ²(1,329)= 0.092, p=0.762). There was also no difference between these groups in terms of feeling stress from missing time with friends and/or social activities (χ²(1,330)= 0.662 p=0.416), not being allowed to play sports (χ²(1,330)= 0.071 , p=0.790), not having enough support from teachers (χ²(1,330)= 3.650, p=0.056), not having enough support from parents or siblings (χ²(1,330)= 1.025 p=0.311), being overwhelmed by schoolwork piling up (χ² (1,330)=0.839, p= 0.360), or grades dropping (χ²(1,330)= 1.015, p=0.314).

Conclusions:

Children and adolescents with ADHD share similar academic and social concerns with those without ADHD during recovery from concussion. It is important that teachers provide adequate academic support to all students recovering from concussion.