The Children's Psychological Processing Scale (CPPS), authored by Milton J. Dehn and published by Schoolhouse Educational Services in 2012, is a third-party rating scale that can be administered to teachers who are familiar with children ages 5 to 12. The measure is designed to identify psychological processing deficits in children who are referred for a learning disability evaluation. It can be administered in clinical and research settings as a screening measure to determine if there is a need for more comprehensive cognitive testing, as a progress monitoring tool for evaluating the impact of psychoeducational interventions, and as part of a comprehensive assessment battery. Although the CPPS is not based upon a specific theory of cognitive processing, the author makes several important references to the Cattell-Horn-Carroll theory of cognitive abilities (CHC; Carroll, 1993). Additionally, all of the broad abilities proposed within the CHC model are represented in the CPPS. The reviewer of CPPS for this article, Ryan J. McGill, College of Educational Studies, Chapman University, Orange, CA, states that it has potential utility as a screening tool for more selective testing, an adjunct measure within a multimethod psychoeducational assessment composed of more established measures, and as a tool for conducting empirical research on cognitive abilities. When compared to existing processing checklists such as the Psychological Processing Checklist-Revised (Swerdlik, Swerdlik, Kahn, & Thomas, 2008) the CPPS offers expanded age and coverage of more processing domains at the same price point. McGill further states in this review that the author accomplishes his primary goal of providing practitioners with a summary measure of processing strengths and weaknesses in a format that is efficient and cost-effective.