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Psychoeducational Assessment for Children with Autism

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Who This Assessment Is For?

This assessment is for children who already have autism or are currently being assessed for autism. It focuses on understanding how autism affects learning, attention, academic performance, and day-to-day functioning so that appropriate supports can be put in place at school and at home.

If you are looking to determine whether your child has autism, please see our Autism Assessment page. A psychoeducational assessment serves a different purpose—it helps identify how your child learns, where they may need support, and which educational strategies can help them succeed.

At Rocky Mountain Psychological Services, we work with families throughout Calgary and Alberta to better understand the unique learning profiles of autistic children and develop recommendations that support meaningful progress in school and daily life.

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How Can a Psychoeducational Assessment Help an Autistic Child?

Every autistic child has a unique pattern of strengths and challenges. While some students excel in certain areas, they may experience difficulties in others that affect their ability to participate fully in the classroom environment.

A psychoeducational assessment helps identify:

  • Cognitive strengths and areas of difficulty
  • Learning styles and information-processing patterns
  • Academic skills in reading, writing, and mathematics
  • Attention, executive functioning, and organization skills
  • Adaptive and independence skills that affect school functioning
  • Emotional and behavioural factors that may influence learning

Understanding these factors allows families and educators to make informed decisions about educational supports and accommodations.

Understanding Your Child's Learning Profile

A key goal of this assessment is to develop a detailed understanding of how your child learns.

Cognitive Strengths and Challenges

The assessment examines areas such as:

  • Verbal and non-verbal reasoning
  • Working memory
  • Processing speed
  • Attention and concentration
  • Problem-solving abilities

Understanding these abilities helps explain why certain school tasks may come easily while others require additional support.

Academic Achievement

The assessment evaluates academic skills including:

  • Reading comprehension and decoding
  • Written expression
  • Spelling
  • Mathematics

This information helps identify areas where autism-related differences may be impacting classroom performance and academic progress.

Adaptive Functioning and Independence

Success at school involves more than academic skills. The assessment may also explore adaptive functioning, including:

  • Organization and planning
  • Independent task completion
  • Daily living skills
  • Self-management and self-advocacy

These skills often play an important role in a student’s ability to function successfully within the school environment.

Supporting Success at School

One of the most valuable outcomes of a psychoeducational assessment is the ability to create meaningful educational supports tailored to your child’s needs.

Assessment results may help guide:

  • Individualized Program Plans (IPPs)
  • Classroom accommodations
  • Learning support strategies
  • Assistive technology recommendations
  • Examination accommodations
  • Transition planning between grade levels

The goal is to provide schools, teachers, and families with practical recommendations that can be implemented in everyday educational settings.

How the Assessment Process Works

We begin with a comprehensive parent interview to better understand your child’s developmental, educational, and support history.

The assessment typically includes standardized cognitive and academic testing, questionnaires completed by parents and teachers, and a review of relevant background information. Once all information has been gathered, our psychologist carefully analyzes the results and prepares a comprehensive report.

A feedback meeting is then scheduled to review findings, discuss recommendations, and answer any questions. Families also have access to a follow-up consultation to support implementation and planning.

How Assessment Results Help Parents and Teachers

A psychoeducational assessment provides more than a diagnosis or test score. It creates a roadmap for supporting your child’s learning and development.

Results can help:

  • Identify educational strengths that can be built upon
  • Clarify barriers to learning and school success
  • Guide classroom accommodations and supports
  • Improve communication between families and schools
  • Support long-term educational planning
  • Increase confidence in decision-making about your child’s needs

By understanding how autism affects learning, families and educators can work together to create environments where children can thrive academically, socially, and emotionally.

Looking for Other Assessment Options?

If your child has a single, clearly defined learning concern, our Standard Psychoeducational Assessment may be appropriate.

If your child is experiencing multiple overlapping challenges involving learning, attention, emotional functioning, or developmental concerns, our Complex Psychoeducational Assessment may be a better fit.

You can also visit our Psychoeducational Assessment Hub to compare all assessment options.

If you are seeking an autism diagnosis rather than a learning assessment, please visit our Autism Assessment page.

Frequently Asked Question

Is this the same as an autism assessment?

No. This assessment focuses on understanding how autism affects learning, academic performance, and educational functioning. It is not intended to diagnose autism.

Yes. The assessment provides valuable information about learning strengths, challenges, and support needs that can help guide educational planning and accommodations.

Assessment results can support Individualized Program Plans (IPPs), classroom accommodations, learning strategies, assistive technology recommendations, and other educational supports.

The assessment may examine cognitive abilities, academic achievement, working memory, processing speed, adaptive functioning, attention, and other factors that influence learning.

Yes. Many families share the report with schools so teachers can better understand the child’s learning profile and implement appropriate supports.

If you are seeking an autism diagnosis, please visit our Autism Assessment page. This assessment focuses on learning and educational needs rather than diagnosis.

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Book a Consultation

If you would like to better understand how autism is affecting your child’s learning and school experience, our team is here to help.

Contact Rocky Mountain Psychological Services today to book a consultation and learn more about our Psychoeducational Assessment for Children with Autism.

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Cassandra White

Cassandra Hillman White is the Owner and Clinical Director of Rocky Mountain Psychological Services (RMPS). A Registered Psychologist with more than 30 years of experience, Cassandra works with children, adolescents, parents, and families facing a wide range of developmental, emotional, behavioural, learning, and mental health challenges. She is known for her thoughtful case conceptualization, collaborative approach, and commitment to helping families understand both the challenges they are facing and the path forward.

Cassandra’s career began working with children with special needs and their families throughout Central Alberta. From supporting parents in their homes to consulting with daycare and preschool programs, she developed a deep appreciation for the importance of relationships, developmental understanding, and practical strategies that families and educators can use in everyday life. These early experiences continue to shape her work today.

Throughout her career, Cassandra has pursued extensive training across multiple therapeutic approaches, allowing her to tailor treatment to each client’s unique needs. Her clinical background includes Cognitive Behavioural Therapy (CBT), Internal Family Systems (IFS), Synergetic Play Therapy, Jungian Sandplay, Neurofeedback, Adlerian Therapy, Adlerian Play Therapy, and the Play Therapy Dimensions Model. While she draws from a variety of evidence-informed approaches, Adlerian principles and play therapy frameworks have become particularly influential in her current work with children and families.

Cassandra believes that effective therapy begins with understanding the whole person. Rather than focusing solely on symptoms, she works collaboratively with clients and families to explore the factors contributing to current challenges, identify strengths, and develop meaningful goals. She values creating clear treatment plans that are reviewed and adjusted over time, ensuring clients remain active participants in their own growth and healing.

As Clinical Director, Cassandra leads a multidisciplinary team dedicated to supporting children, adolescents, and families across complex presentations, including anxiety, depression, ADHD, autism, learning difficulties, emotional regulation concerns, trauma, behavioural challenges, and family relationship difficulties. She also works closely with schools, physicians, allied health professionals, and community agencies to help families access coordinated and effective support.

In addition to her clinical work, Cassandra serves as President of the Council of the College of Alberta Psychologists and is a Canadian Certified Play Therapist. She brings her commitment to ethical practice, professional excellence, and lifelong learning into every aspect of her work.

Outside of the office, Cassandra enjoys spending time with her four adult children, exploring nature, travelling, and continuing to learn. Her curiosity about people and their stories remains at the heart of the work she has loved for more than three decades.

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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.