This article reports the results of a post hoc analysis of child data from a single-case multiple-probe study of pre-service teachers' use of communication strategies before, while, and after receiving distance coaching. Data were analyzed for the number of functional communication utterances used by groups of preschool children with and without disabilities who participated in activities. Results suggest pre-service teachers' use of evidence-based communication strategies was related to increased functional communication by children in the inclusive preschool classrooms. Implications for future research and classroom practices are discussed. (author abstract)