Consultation as a form of indirect service delivery is defined and its theoretical bases are discussed. Literature drawn from school psychology, counseling psychology, organizational theory, and special education is reviewed as regards three types of variables: input, process, and outcome. Barriers to the effective practice of consultation and implications for early intervention programming are discussed. Effective indirect service delivery through consultation requires specialized training for all staff involved and may increase opportunities for children with disabilities to receive early intervention in integrated settings.
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