Tiktok Instagram Facebook-f Linkedin
Book Appointment

Table of Contents

Psychological Assessments

Psychological Assessment in Calgary: When to Consider ADHD, Gifted, Psychoeducational, Autism, or Capacity Assessments.

Understanding how a person thinks, learns, and functions can be life‑changing, especially when academic performance, attention, social skills, or decision‑making seems to lag behind potential. At Rocky Mountain Psychological Services (RMPS) in Calgary, our psychologists conduct thorough psychological evaluations that provide clarity on learning, developmental, and cognitive needs. These assessments guide effective support at school, home, or the workplace.

In this blog, we’ll explain five major types of assessments: ADHD, giftedness, psychoeducational, Autism Spectrum Disorder (ASD), and capacity, including when each is recommended, how they work, and why they’re important.

What Is a Psychological Assessment?

A psychological assessment is a systematic, evidence‑based process used by psychologists to understand a person’s cognitive functioning, learning profile, attention, behavior, emotional strengths and challenges, and, when necessary, decision‑making capacity. These assessments are informed by standardized testing, caregiver/teacher interviews, questionnaires, observation, and clinical expertise.

A strong research foundation supports the use of structured, multi‑method assessments for accurate interpretation and recommendations, rather than relying solely on informal impressions or brief screening tools. Comprehensive assessments bring together multiple data sources for the most reliable conclusions. (Pelham, Jr. et al., 2005)

ADHD Assessment: When Attention Challenges Persist

Attention‑Deficit/Hyperactivity Disorder (ADHD) is one of the most common reasons families seek psychological testing. Children with ADHD often struggle with focus, organization, task completion, and impulse control, but these behaviours can also overlap with anxiety, learning difficulties, or executive functioning challenges.

When to Consider an ADHD Assessment

You may consider ADHD evaluation if:

  • A child or adult consistently struggles with inattention or hyperactivity across settings
  • Work performance, school achievement, or daily functioning is significantly impacted
  • There are ongoing concerns despite classroom or behavior support

What the Research Says

Scientific evidence supports the use of structured rating scales, standardized interviews, and multiple observers (e.g., parents and teachers) in the assessment process. These methods are considered evidence‑based and improve diagnostic validity. (Pelham, Jr. et al., 2005)

A systematic review of ADHD tools highlights that no single measure is sufficient — multiple instruments plus clinical judgment provide the most accurate picture. (Crocker et al., 2025)

ADHD often involves subtle differences in cognitive functioning, such as reduced working memory and attentional control, which have been confirmed in neuropsychological research. (Wilson, 2024)

How RMPS Conducts ADHD Assessment

At RMPS in Calgary, ADHD assessments include:

  • Structured clinical interviews
  • Standardized rating scales from parents and teachers
  • Cognitive testing to understand whether cognitive profile could explain symptoms and also to evaluate executive functioning
  • Feedback and recommendations tailored to individual needs

This multi‑method approach increases accuracy and informs meaningful intervention strategies.

Gifted Testing: Recognizing Advanced Abilities

Giftedness isn’t just “doing well in school”, it’s advanced reasoning, creativity, and learning potential beyond what’s expected for age. Without proper identification, gifted students may become bored, underchallenged, or misunderstood. A comprehensive gifted assessment helps clarify a child’s strengths and inform appropriate enrichment or educational planning.

When to Seek Gifted Evaluation

Consider testing if a child:

  • Learns new concepts rapidly
  • Asks probing questions beyond grade level
  • Shows advanced problem‑solving or creative capabilities
  • Appears disengaged or bored in academic settings

Research Evidence

Systematic research stresses that gifted identification must go beyond a single IQ score and consider broader learning and reasoning potential. Standardized cognitive tests combined with qualitative data (like teacher observations) give a more complete understanding of exceptional ability. (Delgado-Valencia, 2025)

How RMPS Helps

Our gifted assessments use recognized cognitive measures that capture reasoning and potential, supported by staff familiar with educational pathways such as enhanced programs and individualized planning.

Psychoeducational Assessment: Unlocking the Learning Profile

A psychoeducational assessment is one of the most comprehensive evaluations available. It blends academic achievement testing with cognitive assessments to identify why a child may be struggling academically or behaviourally, and to distinguish among possibilities such as learning disability, ADHD, giftedness, or processing challenges.

When This Assessment Is Useful

Psychoeducational testing should be considered when:

  • Academic performance is inconsistent
  • There are concerns about reading, writing, or math
  • Behavioral struggles overlap with learning challenges
  • Standard classroom interventions are not yielding improvement

Research Supports the Approach

Peer‑reviewed research emphasizes that psychoeducational assessments provide critical insights into learning strengths and weaknesses, guiding tailored supports rather than one‑size‑fits‑all solutions. (Bulut, 2024)

By integrating multiple formal assessment tools, cognitive, achievement, and behavioral, psychologists can make data‑based decisions about learning needs and plan effective accommodations or interventions.

RMPS Psychoeducational Process

At RMPS, these assessments include:

  • Intelligence and achievement tests
  • Executive functioning and memory measures
  • Behavioral and emotional questionnaires
  • A detailed written report and comprehensive feedback session

Our goal is to move beyond simple “labels” to actionable insights that support sustained academic improvement.

Autism (ASD) Assessment: Clarifying Social and Communication Profiles

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that affects social communication, behavior patterns, and sensory processing. An autism assessment is recommended when a child or adult shows persistent social communication differences or behavioral patterns consistent with ASD.

When to Consider ASD Evaluation

An ASD evaluation is appropriate if a person shows:

  • Challenges with social interaction and understanding social cues
  • Repetitive behaviors or restricted interests
  • Sensory sensitivities
  • Difficulty with flexible behavior or adjusting to change

Evidence on ASD Diagnostic Tools

A recent systematic review examined the performance of autism diagnostic instruments, particularly in children with overlapping symptoms like ADHD. Researchers found that many tools show strong specificity (the ability to rule out ASD when it’s not present), but noted the importance of clinical expertise and multi‑method assessment to distinguish ASD from related profiles accurately. (Udhnani et al., 2025)

Research on cognitive functioning in ASD also underscores the value of comprehensive evaluation, as autistic individuals may have distinct patterns of strengths (e.g., reasoning) and areas of relative challenge (e.g., processing speed), which are useful to identify in educational and social planning. (Wilson, 2024)

At RMPS

ASD assessments include observations, structured diagnostic tools, developmental history interviews, and caregiver input, all synthesized into a thorough report with recommendations for support across home, school, and community settings.

Capacity Assessment: Evaluating Adult Decision‑Making Ability

Different from developmental assessments, capacity assessments focus on whether an adult can make informed decisions about personal care, finances, health care, or accommodations. These are often requested when there are concerns about cognitive decline, memory impairment, or serious decision‑making challenges.

A formal capacity assessment is especially relevant for legal decisions, medical consent determinations, or planning roles such as guardianship or trusteeship. Psychologists use structured interviews and cognitive measures to determine whether an individual understands information and the consequences of choices.

Research on capacity assessment underscores the importance of standardized, detail‑oriented evaluation in high‑stakes decisions where autonomy and safety must be balanced. (General clinical consensus supports structured evaluation methods, though specific research is varied.)

At RMPS, capacity evaluations follow best practice protocols to provide clear, legally defensible results for individuals and caregivers.

Final Thoughts

A psychological assessment is not about “labeling” a person, it’s about understanding strengths, challenges, and pathways forward. Whether you’re a parent, teacher, or adult considering evaluation, a comprehensive assessment can clarify why certain difficulties persist and guide effective, evidence‑based support strategies.

At Rocky Mountain Psychological Services in Calgary, our experienced psychologists provide thorough assessments, clear feedback, and actionable recommendations tailored to each individual. We walk families and individuals through every step, ensuring an informed and supportive assessment experience.

Ready to take the next step?
 Contact RMPS today for a consultation:
 Phone: (403) 245‑5981
 Email: intake@rmpsychservices.com
 Let us help you find clarity and confidence on your journey.

References

Bulut, O. (2024). Psycho‑Educational Assessments: Theory and Practice. Journal of Intelligence, 12(3), 31. https://doi.org/10.3390/jintelligence12030031

Crocker, S.L., Roemer, A., Strohmaier, S. et al. A Scoping Review of Attention-Deficit/Hyperactivity Disorder Assessment and Diagnosis: Tools, Practices, and Sex Bias. Adv Neurodev Disord (2025). https://doi.org/10.1007/s41252-025-00452-2

​​Pelham, W. E., Jr, Fabiano, G. A., & Massetti, G. M. (2005). Evidence-based assessment of attention deficit hyperactivity disorder in children and adolescents. Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 34(3), 449–476. https://doi.org/10.1207/s15374424jccp3403_5

Wilson, A. C. (2024). Cognitive profile in autism and ADHD: A meta‑analysis of performance on the WAIS‑IV and WISC‑V. Archives of Clinical Neuropsychology, 39(4), 498–515. https://doi.org/10.1093/arclin/acad073

Delgado-Valencia, L., Delgado, B., Navarro-Soria, I., Torrecillas, M., Rosales-Gómez, M., Sánchez-Herrera, M. d. l. C., & Soto-Díaz, M. (2025). The Identification of Giftedness in Children: A Systematic Review. Education Sciences, 15(8), 1012. https://doi.org/10.3390/educsci15081012

Book Appointment

MacKenzie Ebel

MacKenzie is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Arts in Psychology at Princeton University, where she also played 4 years for the women’s ice hockey team. She recently completed her Masters in Counselling Psychology through City University of Seattle. MacKenzie has worked with children, youth, and their families in a number of settings, through coaching, as a behavioural aid, and counselling through her internship placement. She is excited to continue learning about assessment administration, neurofeedback, and play therapy practices at RMPS! Currently, she is part of the assessment and neurotherapy team, as she completes her final capstone assignment and intends to join our counselling team as a Registered Provisional Psychologist.

Tammy Thomson

Tammy is a graduate of the Master of Arts in Counselling Psychology (MACP) program at Yorkville University and is trained at the master’s level in art therapy as a professional art psychotherapist and member of the Canadian Art Therapy Association. She brings more than 20 years of experience working with children, teens, and families in child development settings, children’s hospitals, and schools as an early childhood educator and elementary teacher. She completed a Bachelor of Applied Science specializing in Child Development Studies at the University of Guelph, Ontario and holds a Graduate Diploma of Teaching and Learning from the University of Canterbury in Christchurch, New Zealand. Tammy is a member of the Canadian Counsellor and Psychotherapy Association and College of Alberta Psychologists while pursuing her next goal of registration as a provisional psychologist. Tammy values a client-centered approach using play therapy and the expressive arts to support those who may find it difficult to articulate their thoughts and feelings with words. Children and families do not need any skill or prior art experience and the art studio is a safe place where children can gain a sense of independence, greater emotional regulation, and confidence through self-exploration. Expressive interventions in art therapy can treat behavioural issues, anxiety, depression, ADHD, autism, learning disabilities, physical and developmental disabilities, and attachment difficulties. As a parent of three young children herself, Tammy understands the complexities of family life using compassion to help parents feel more confident in their role of raising a successful family.

Raquel Freitas

Raquel is an Office Administrator at RMPS. Back in Brazil, her home country, she graduated as a Psychologist and worked as a clinician for the past 5 years. Although she loved working with children and adults, she discovered a new passion: manage the administrative tasks that keep the business running. 

As someone who is passionate about learning new things and developing new skills, with the career transition also came the decision to live abroad and explore a new culture. To serve empathetically and connect with people is Raquel’s main personal and professional goal.

Emma Donnelly

Emma is a Registered Psychologist with the College of Alberta Psychologists. She completed her Bachelor of Arts in Psychology in her hometown at Brandon University, after which she moved to Calgary to earn her Master’s of Science in School and Applied Child Psychology at the University of Calgary. Emma has a passion for working with children and families and has experience doing so in a number of settings, including schools, homes, early intervention programs, and within the community. She specializes in assessment, including psychoeduational, social-emotional-behavioural, and autism assessment. Emma uses a client centred approach to counselling, supported by cognitive behavioural therapy, as well as play-based and attachment-based techniques. She believes in meeting clients where they are at and prides herself in working together with her clients to achieve their goals, improve their functioning, and enjoy their daily life.

Amanda Stoner

Amanda is a Registered Psychologist with the College of Alberta Psychologists. Amanda earned her doctoral degree in Psychology at Brock University in Ontario in 2017, with a specialization in developmental psychology. Amanda provides formal assessment services at RMPS. 

Since 2009, Amanda has received formal training and work experience in private practice settings in conducting psycho-educational assessments for students ranging from preschool through university. Amanda is skilled at test administration, interpretation of data, and report writing for various referral questions including ADHD, Learning Disorders, Autism Spectrum Disorder, Anxiety, Giftedness, and Intellectual Disabilities. Amanda enjoys working with people of all ages from diverse backgrounds, and she tries to make the testing environment feel relaxed and comfortable while maintaining integrity in testing protocol.

Denise Riewe

Denise has completed a Bachelor of Health Sciences through the University of Lethbridge and a Master of Counselling with Athabasca University. She is a Registered Provisional Psychologist with the College of Alberta Psychologists and a member of the Psychological Association of Alberta. Denise has over 9 years of experience supporting children, youth and their families in both residential and community-based practices. Denise is experienced in working with high and at-risk youth, supporting children and their families with strength-based approaches. She practices from a client-center approach supported by Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, Theraplay, and other play and art-based modalities.

John Pynn

John is a Registered Provisional Psychologist with the College of Alberta Psychologists. He completed his Master of Arts in Counselling Psychology at Yorkville University. He brings more than 20 years of experience working with children, teens, and families in a variety of settings. He brings a relaxed and collaborative atmosphere to sessions. John uses an integrated counselling approach including client-centred, Cognitive Behavioural Therapy (CBT), and Solution-Focussed therapy (SFT) to find the best-fit for clients. He has experience with a variety of mental health concerns including anxiety, depression, anger, self-
esteem, relationships, parenting, ADHD, grief/loss, addictions, and trauma. This broad experience comes from working in schools, social service agencies, group-care, and clinical settings. He also draws from the practical experience of being a parent to two teenagers as well as a husband. Supporting and empowering clients with mental health concerns is something John genuinely enjoys. John also provides counselling for adults and holds a Gottman level 1 certification for couples therapy.

Zara Crasto

Zara is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Science in Psychology at the University of Calgary and her Graduate Diploma in Psychological Assessment at Concordia University of Edmonton. 

Zara has spent over five years working alongside children, adolescents, and their families in a variety of settings. These include public and private schools, in-home support, residential programs, early-intervention programs, and non-profit organizations. Currently, Zara is part of the assessment and neurotherapy team. As a lifelong learner, Zara plans to go back to graduate school and eventually become a psychologist one day.

Kellie Lanktree

Kellie is a Registered Psychologist with the College of Alberta Psychologists. She completed a Bachelor of Child and Youth Care with the University of Victoria and a Master of Education in Counselling Psychology through the University of Lethbridge. Kellie has over 10 years experience supporting children and youth with developmental disorders/delays and their families. Kellie has experience working in schools, clinical settings, and within homes to provide support and therapeutic interventions. Through her time at RMPS, Kellie has also gained experience in helping individuals affected by trauma, grief/loss, separations, emotional dysregulation, depression, and anxiety. Kellie practices through developmental, attachment-based and trauma-informed lenses, and draws from a variety of play-based approaches such as Synergetic Play Therapy, Child-centered play therapy, DIR/Floortime, art-based mediums, and mindfulness-based practices. Kellie also provides Neurofeedback therapy, and is working on receiving her certification through BCIA. Kellie believes in meeting children and their families where they are at and that there is no “one size fits all” for therapy.