Students with emotional and behavioral disorders (EBD) have been reported to benefit greatly from participating in general education science classrooms. However, behaviors that this group of students present are frequently cited as reasons for excluding them in such settings. In this study, three novice middle school science teachers received individualized clinical coaching (ICC) with bug-in-ear (BIE) technology to increase their use of three-term contingency (TTC) trials among students who had EBD in inclusive science classrooms. Researchers used a multiple probe across participants single case design (Gast, 2010) to examine the percentage of the teachers' completed TTC trials for managing student behaviors, the rate of correct student responses among students with EBD, and maintenance of implementing TTC trials after prompt fading. Visual data analysis was conducted, and Tau-U analysis of non-overlap and trend data confirmed that ICC with BIE was effective in increasing teachers' use of TTC trials when working with middle school students with EBD in inclusive science classroom.