The purpose of this study was to examine the relationship between coaching provided with bug-in-ear technology, the frequency of the early childhood educators' use of targeted communication strategies and children's expressive communication. Four multiple-baseline single-case design experiments were completed to evaluate these relationships. Social validity data were collected through questionnaires with participating and non-participating early childhood professionals. All data were analyzed individually for each dyad and cumulatively across the four experiments. Bug-in-ear effectively improved the educators' implementation of at least one targeted communication strategy for each educator. Effect sizes were large for three educators and moderate for one. Each behavior successfully implemented during intervention was maintained, at moderate levels or better. Three educators generalized one behavior. Impacts on the children were questionable or small during both intervention and maintenance. The outcomes suggest that bug-in-ear is a socially valid practice that shows promise of effectiveness supporting educators in inclusive early childhood environments. Additional research is necessary to determine the necessary dosage of feedback, characteristics of the feedback content, and strategies for generalization that are most likely to produce positive outcomes for both educators and children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]