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Psycho-educational Assessment Autism

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Understanding Children Through Psychoeducational Assessment and Autism Assessment

Every parent needs to understand their child’s distinctive challenges and strengths as a first step to help them thrive. A psychoeducational assessment, including Autism assessment, is a type of assessment that not only identifies signs of Autism Spectrum Disorder but also examines the person’s cognitive abilities, academic skills, their social, emotional, and behavioural functioning, as well as their adaptive skills (i.e., level of independence).

If your child is struggling with communication, flexibility, social interaction, or basic transitions, it may be useful to consider an Autism Spectrum Disorder assessment. If your child is school-aged, it can be particularly helpful to get more of a holistic picture of their functioning so that their school program and supports at home can be tailored to meet their needs.  These assessment results provide parents/caregivers/teachers with tailored support strategies to follow at home, in the classroom, and within the community, to ensure the child’s mental, emotional, academic, and developmental needs are met. With the right evaluation, families gain clarity and direction, opening the door to effective interventions and long-term success.

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What is a Psychoeducational Assessment, including Assessment for Autism?

While a general psychoeducational assessment typically includes evaluating an individual’s cognitive, academic, and psycho-social functioning, this assessment also includes evaluating whether the child/student may also have an Autism Spectrum Disorder.

This assessment is not a simple screening; it provides a combination of an in-depth developmental history, standardized testing, input from parents and teachers or others who know the individual well, possible input from other professionals such as speech-language pathology and occupational therapy reports, and clinical observation.
A widely recognized diagnostic tool in autism assessments is the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) and the Autism Diagnostic Interview-Revised (ADI-R), which are considered the gold standard worldwide. ADOS-2 uses structured activities to observe communication, play, social interaction, and repetitive behaviors in a way that is both standardized and adaptable to the child’s age. The ADI-R is a clinical interview completed with caregivers. Alongside these two measures, clinicians may use other instruments such as developmental questionnaires or behavior rating tools to gather multiple perspectives. This ensures that the evaluation is evidence-based, reliable, and gives families a complete picture of their child’s profile.

The process examines multiple areas, including cognitive capacity, academic achievement, emotional and behavioral patterns, and adaptive functioning (independence skills such as daily routines, problem-solving, and flexibility). By exploring these domains, psychologists at RMPS identify whether a child is presenting signs of autism and determine how these traits are influencing their ability to succeed at home, in school, and in social situations.

In addition to identifying autism-related traits, this approach also integrates autism psychoeducation, helping parents, caregivers, and teachers understand the child’s unique needs. This ensures that the recommendations are not only diagnostic but also practical, guiding families and schools toward meaningful strategies for long-term growth.

Why Consider a Psycho-educational Assessment including Autism Assessment?

Parents/caregivers often observe these concerns with the child at home, during playtime, at school, or in environments where social, academic, and behavioural expectations are clearer. An Autism Spectrum Disorder assessment combined with a psychoeducational assessment provides answers to the confusion and gives both parents and educators direction in their understanding and next steps.

This type of assessment is appropriate for individuals who display some or all of the following:

  • Difficulty engaging with peers as other children, or limited eye contact.

  • Struggles meeting classroom expectations, such as group activities or transitions.

  • Delayed speech or ongoing communication struggles.

  • Facing social challenges, such as withdrawing from peers or saying/doing things that appear unusual to others.

  • Strong reliance on routines, repeating actions or phrases, or focusing intensely on specific topics.

  • Emotional distress, tantrums, or meltdowns when routines change or transitions occur.

  • Trouble understanding social rules or age-appropriate interactions.

  • Signs such as anxiety, depression, or a potential learning disability.

A psychoeducational assessment plus autism assessment helps identify not only the presence of autism-related traits but also evaluates cognitive, academic, emotional and behavioural functioning as well as adaptive functioning (i.e., level of independence). This information allows parents, teachers, and clinicians to build targeted strategies that reduce barriers and promote growth across various areas of life.

Key Areas Covered in a Psychoeducational Assessment plus Autism Assessment

Psychoeducational assessment plus autism assessment provides parents and caregivers with a better understanding of their child’s development. The assessment explores a child’s cognitive abilities, such as memory, reasoning, and problem-solving. Moreover, it determines their current level of academic skill development, such as their skills in reading, writing, and math.

Cognitive testing is part of the assessment. This type of testing looks at more detailed processes that influence learning and daily functioning, such as processing speed, working memory, and visual-motor coordination. For example, some autistic children may have strong reasoning abilities but find it difficult to process information quickly in classroom settings. By understanding these underlying patterns, clinicians can recommend supports like extended time for tasks, visual learning aids, or strategies to improve focus. These insights can help parents and teachers understand the child, and tailor supports or strategies to help the child demonstrate their capabilities.

Moreover, these assessments also look into a child’s emotional, social, and behavioural functioning to evaluate whether attention, anxiety, depression, or other factors may also be impacting the child at home and at school.

An important part of the process is the adaptive functioning assessment, which reviews practical life skills like communication, independence, and flexibility with change. Together, these areas create a well-rounded assessment that identifies both strengths and challenges, helping families, caregivers, and educators develop effective strategies for long-term support.

What to Expect During the Assessment Process

At Rocky Mountain Psychological Services, families getting a psychoeducational assessment plus autism assessment get a supportive process that is especially designed to provide them with clarity and direction. The process generally starts with:

Initial Interview:
Parents and caregivers meet our clinicians, who start with reviewing developmental, medical, family, and educational history. Based on this, an assessment plan is created.

Testing Sessions:
The person attends several sessions (usually 3–6), which may include direct testing, play-based tasks, and clinical interviews. The parents or others who know the individual well may also be included in clinical interviews.

Questionnaires:
Standardized forms are completed by parents, teachers, and sometimes the child/individual being assessed (depending on age) to gather perspectives across different environments.

Data Review & Report Writing:
The clinician carefully analyzes all results and prepares a detailed report outlining findings and recommendations.

Feedback Meeting:
Parents or caregivers meet with the clinician to review the results, ask questions, and discuss next steps.

Follow-Up Support:
A follow-up meeting (often around six weeks later) helps families process the results and create a treatment or support plan that addresses the individual’s bio-psycho-social needs.

This thorough process ensures that a psychoeducational assessment autism is not only diagnostic but also practical, offering families the tools and knowledge to move forward confidently.

Meet Your Psychologist

Undergoing a psychoeducational assessment plus autism can feel overwhelming for parents and the child, but with the right support, it can make a big difference. At RMPS, our psychologists take the time to listen, understand, and guide families through every step of the process. With expertise in formal assessment including autism spectrum disorder assessment, our psychologists bring both professional knowledge and compassion to the whole assessment process.

We have a collaborative approach, where we value the family insights and combine them with our clinical findings to meet your child’s needs. Our goal is not only to assess but also to empower families with strategies that support success at home, in school, and the community.

Frequently Asked Question

How do I know if my child needs a psychoeducational assessment plus autism assessment?

Parents and caregivers often seek this kind of assessment if their school or doctor is recommending it, if they are concerned that their school-aged child has autism, or if they are noticing that their child is struggling with communication, social interactions, flexibility, or transitions at home or school. If these challenges are impacting the child’s daily life or learning, an assessment can provide clarity.

When can a child have an autism spectrum disorder assessment?

Developmental concerns of children as young as toddlers can be assessed via spectrum disorder assessment, though many assessments are done once school starts and social interactions increase. This has no age limit; teens and adults can also do this assessment.

How much time does the assessment require?

This assessment usually takes about 4-6 weeks, depending on client availability and clinician schedules.

How will the autism assessment result help my child in school?

Parents will get a copy of the assessment report and they can choose to share it with their child’s school. The report will include recommendations for school that can be used to guide classroom strategies, accommodations, and learning supports that match your child’s needs. The results can also support the development of an Individualized Education Plan (IEP), which is a formal school document that sets specific learning goals and provides accommodations such as speech therapy, modified assignments, or social skills training. With an IEP, your child’s strengths and challenges are translated into a structured plan that ensures consistent support across their educational journey.

What happens after the assessment?

We provide families with a detailed report and a feedback session to go over results and recommendations. A follow-up meeting is also offered to answer new questions and develop a treatment plan.

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Cassandra White

Cassandra has been the owner and Director of RMPS since 2013. She brings more than 20 years of experience in working with children and families to the practice. Her background and expertise in the areas of assessment and treatment of Autism Spectrum Disorders and ADHD as well as her knowledge of neurofeedback therapy and play therapy give her the broad base of knowledge to direct this multi-faceted private psychology practice. In addition to her experience in assessment and treatment of learning disabilities and giftedness, Cassandra has training and expertise in Child Psychotherapy and Play Therapy. She has worked extensively with children and their families regarding treatment of anxiety, depression, behavioral issues and emotion regulation using play-based and expressive interventions. Cassandra is also a clinical supervisor who provides supervision and consultation to other practitioners specializing in working with children. Cassandra’s experience and knowledge is not only academic; she is the mother of four children. Her experience of being a parent of four children makes her a very practical and realistic therapist. She understands the demands of parenting and does not rely on “book knowledge” or recommendations that appear unattainable for parents. She prides herself in understanding both the needs of the parents and the child. She looks for ways to enhance family functioning so that parents can feel competent and successful in their difficult jobs of raising children with a variety of complex needs.
Rocky Mountain psychological services Calgary

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.