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Gifted Assessments

Every Gifted Mind Deserves to Be Understood

It often starts with a feeling that your child is a little out of sync with the world around them. They speak like they’re older than their years, absorb information faster than you can keep up with, or notice things others miss. You’re not alone in wondering what this all means. A gifted assessment can offer insight, not just into how they think, but into how you can best support them as they grow.

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What Is a Gifted Assessment?

A gifted assessment helps you understand how your child thinks, solves problems, and learns compared to other kids their age. It’s often the first step for families who’ve noticed something unique—maybe your child picks up new ideas quickly, asks big questions, or makes connections that seem beyond their years.

This type of assessment can also be part of the process when applying to certain gifted programs or schools. Requirements vary, but most are looking for signs of advanced cognitive ability. We tailor each assessment for giftedness to make sure it meets your child’s needs—and any program requirements you’re working toward.

If you’ve been searching for a “giftedness assessment near me,” you probably already feel that your child learns a little differently. Or maybe you’re just curious and are wondering if your child might qualify to go to a gifted school you’ve heard about. We’re here to help you understand what that giftedness means and where to go from here.

Boy with robot during IQ test for gifted child

Is a Gifted Assessment Right for Your Child?

You might not have all the answers yet, and you don’t need to. But if you’ve noticed your child learning quickly, thinking deeply, or picking up on things that others miss, it may be time to explore whether their strengths point toward giftedness.

Here are some signs a gifted assessment may be a helpful next step:

Common Traits of Gifted Learners: 

  • Learns new concepts quickly and easily
  • Uses advanced language or problem-solving for their age
  • Makes connections between ideas across different settings
  • Asks thoughtful or complex questions early on
  • Shows intense curiosity or strong interests in specific topics
  • Becomes frustrated with repetition or tasks they’ve already mastered

Every child is different, and giftedness doesn’t always show up in the expected ways. This process isn’t about labels. It’s about understanding how your child thinks and learns so that you can support them with confidence.

What to Expect During the Gifted Assessment Process

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Initial Conversation

We start by learning about your child’s history, development, learning style, and any questions or concerns you may have.

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Personalized Plan

From there, we design a plan that fits your goals, whether it’s for school placement or a better understanding. We’ll discuss what documentation you need and the plan for a report.

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One-on-One Testing

Next, your child attends one or two individual sessions with a clinician. The clinician will do a series of cognitive tasks with your child including asking questions, completing puzzles, as well as memory and timed tasks – this is also referred to as an IQ test.

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Feedback Meeting

Once testing is complete, we go over the results with you in a way that’s clear and meaningful.

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Written Report + Follow-Up

You’ll receive a full report after the feedback session, and we’ll offer a follow-up session a few weeks later to answer questions or talk about next steps.

Why Families Trust RMPS

You’re not just looking for results. While many individuals and organizations do standardized testing, what is different at RMPS is that we’ve been around a long time (over 25 years). Test scores are test scores, but at RMPS our Director has over 25 years of experience and teaches formal assessment to new professionals. This leadership and experience leads to RMPS clinicians offering assessments with a deeper level of understanding. Sometimes test measures can be looked at and interpreted in different ways, additional testing may be needed to get the full picture of your child’s potential, or some scores can be substituted for others, which can mean the difference between meeting entrance criteria for admission to certain schools or programs or not.  The point is that not all assessments are the same, despite clinicians using the same recommended assessment measures (WISC-V, WPPSI-IV, or Stanford Binet-5). You want someone who will not only take the time to understand your child and create a calm environment where your child will be able to demonstrate their abilities. You also want an assessment that will show your child’s capacity and abilities in the best possible way, potentially increasing your child’s likelihood of acceptance to the schools and programs you’re applying to.  

What You Can Expect

Clear communication around the steps to the process, what to expect, and your intentions with this assessment (application to specific schools, support with identifying the type of school that would be a good fit for your child, etc).

Critical look at scores and ensuring a deeper look and next-level interpretation to ensure that your child’s capabilities are presented in the best possible light

Awareness of the entrance criteria and reflection of this in the report.

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Frequently Asked Question

At what age should my child be for a gifted assessment?

Most children are assessed between the ages of 4 and 12, though it depends on the purpose of the assessment. Some schools or programs have specific age requirements, while others are more flexible. If you’re unsure whether it’s the right time, you can book a consultation with a psychologist who will guide you based on the reasons you are looking into a gifted assessment.

Will this help with applying to gifted programs?

Yes. Many families request a gifted assessment in Alberta to support school applications. Programs like Westmount Charter School or G.A.T.E. require cognitive testing or IQ evaluation. We can tailor the assessment to meet those specific requirements and help ensure you have the right documentation.

What if my child is already struggling in school?

Gifted children are not always high achievers in a classroom setting. Some underperform because they feel bored, misunderstood, or unsupported. A giftedness assessment can help uncover the reasons behind these challenges and offer useful recommendations that support both learning and well-being.

Is a gifted assessment just an IQ test?

A gifted assessment is an IQ test. This looks at how your child thinks, learns, solves problems, and processes information compared to others their same age. This information helps to build a picture of your child that you and school professionals can use when deciding on what program or school might be a good fit.

Can adults be assessed for giftedness?

Yes. While many people think of a gifted test as something for children, adults can benefit from it too. Some want answers about how they think and learn, while others are exploring personal growth or career direction.

How long does the whole process take?

From the first meeting to the final report, the full process typically takes 2-3 weeks. Timing depends on scheduling, the number of sessions needed (usually 1 or 2 testing sessions). If you’re applying to a specific program, it’s best to get in touch early so we can meet your deadline.

Do you offer a letter rather than a report if my child doesn’t meet the criteria for giftedness?

Yes. Some parents have asked if they could have a letter rather than a full report if their child’s scores don’t meet the criteria for the program to which they are applying. We do offer this option. Ask your clinician about it at the first appointment when you are discussing the assessment plan.

Start With a Simple Conversation

We’ll take time to understand your concerns, answer your questions, and explore whether a gifted assessment is the right next step for your child.

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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.
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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.