University faculty were surveyed to ascertain the degree to which students in early childhood special education, occupational therapy, physical therapy, speech—language pathology, and multidisciplinary personnel preparation programs received training in five early intervention practices (family-centered, individualized family service plans, natural environments, teaming, and service coordination). Findings indicated a primary emphasis on family-centered practices across disciplines, with minimal emphasis on service coordination and teaming practices. Findings also showed that physical therapy faculty provided the least amount of training in the majority of early intervention practices as compared to faculty in other disciplines. Implications for improving student training are described.
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