Consultation is one approach that has been advocated to increase staff knowledge and skills and improve the quality of inclusive early childhood programs. This study involved eight focus groups with 86 early intervention specialists to explore dimensions of professional comfort related to working as a consultant in early intervention. Content analyses of the focus group transcripts revealed six themes representing factors affecting professional comfort with consultation: (a) child characteristics, (b) consultee characteristics, (c) program characteristics, (d) consultant characteristics, (e) available resources, and (f) the consultant's history with the program. A subsequent cultural models analysis indicated the absence of a shared conceptual framework for consultation. Moreover, it revealed two assumptions underlying consultants' statements about their practices: Providing consultation about children and families is parallel to providing direct services to children and families, and effective consultation is impeded by the consultee's lack of understanding regarding the consultation process.
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