Original Research/StudyeCoaching to Enhance Special Educator Practice and Child OutcomesCoogle, Christan Grygas PhD; Ottley, Jennifer R. PhD; Storie, Sloan MA; Rahn, Naomi L. PhD; Burt, Amy Kurowski MOT, OTR/L Author Information Department of Counseling, Psychology, and Special Education, School of Education, Duquesne University, Pittsburgh, Pennsylvania (Dr Coogle); Department of Teacher Education, Ohio University, Athens (Dr Ottley); Special Education and Clinical Services, University of Oregon, Eugene (Ms Storie); and College of Education and Human Services (Ms Storie and Dr Rahn), and School of Medicine (Ms Burt) West Virginia University, Morgantown. Dr Rahn is now with the Wisconsin Department of Children and Families, Madison. Correspondence: Christan Grygas Coogle, PhD, Department of Counseling, Psychology, and Special Education, School of Education, Duquesne University, 600 Forbes Ave, 412-D Canevin Hall, Pittsburgh, PA 15282 ([email protected]). The authors declare no conflict of interest. Infants & Young Children 30(1):p 58-75, January/March 2017. | DOI: 10.1097/IYC.0000000000000082 Buy Metrics Abstract Research suggests that there is a gap in what we know is best practice and what is taking place in inclusive early childhood classrooms for children identified with autism spectrum disorder. The purpose of this single-case design study was to examine the effect of eCoaching on (a) a preschool special educator's use of embedded learning opportunities, (b) children's responses to target embedded learning opportunities, and (c) children's expressive communication. Results suggest positive effects on the teacher's use of embedded learning opportunities, increases in child opportunities to practice communication, and variable effects on child communicative outcomes. Implications for practice and future research are discussed. © 2017 Wolters Kluwer Health, Inc. All rights reserved.