This study examined professional comfort of 84 early intervention professionals in providing consultation about children with varying types, severity levels, and combinations of disabilities. A replication of an earlier study with classroom teachers, the study involved a structured interview using the ABILITIES Index to assess professional comfort on the basis of child characteristics. Preliminary analyses suggested that discomfort was consistent with reported disability (behavioral, orthopedic, sensory, cognitive, or multiple disabilities). Significantly more discomfort was reported if the child had severe disabilities or difficulties in communication and behavior. Additionally, training in consultation and experience in early intervention predicted professional comfort in providing consultation. Findings have implications for professional development aimed at improving consultation practice to support early childhood inclusion.
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