Paraprofessionals (also referred to as paraeducators or instructional assistants) who work in inclusive early childhood classrooms are facing increasing responsibilities in supporting teachers and children with diverse learning needs (Deardorff, Glasenapp, Schalock, & Udell, 2007; Downing, Ryndak, & Clark, 2000; Giangreco, Broer, & Edelman, 2002). Furthermore, paraprofessionals are now expected to assist in the implementation of positive learning environments and experiences (Killoran, Templeman, Peters, & Udell, 2001). The potential of paraprofessionals to positively impact child outcomes has largely been underrecognized (Killoran et al., 2001). Some authors assert that the paraprofessional frequently serves as the primary interventionist for a child with a disability (Deardorff et al., 2007). Thus, it is critical that paraprofessionals are able to make use of these daily activities and routines and incorporate activity based interventions to maximize children's learning opportunities throughout the day. Unfortunately, many paraprofessionals enter the field with minimal experience and training related to their job responsibilities (Deardorff et al., 2007; Wood, Luiselli & Harchik, 2007), particularly training on how to adequately work with children who have developmental delays or disabilities (Deardorff et al., 2007; Gallagher, Malone, Cleghorne, & Helms, 1997; Giangreco, Edelman, & Broer, 2003). Based on the recent literature, performance feedback procedures that include goal setting, problem solving for future implementation (Marturana & Woods, 2012), video technology (Hemmeter et al., 2011; Marturana & Woods, 2012), and the use of graphical and verbal feedback (Casey & McWilliam, 2008) are promising features of performance feedback. The procedures described in this article focus specifically on communication-promoting strategies for young children; performance feedback can be tailored to other instructional strategies such as classroom management, positive behavior supports.