Researchers have provided evidence of the effects of academic engagement on the achievement of all students. Despite the known benefits of academic engagement, low rates of engagement have been reported across studies examining engagement rates of students with extensive support needs (ESN). Students with ESN are often placed in more restrictive environments for intense instruction; however, researchers have observed students as less engaged and provided with fewer opportunities to respond (OTRs) during instruction in these settings. Fortunately, researchers have identified effective practices for increasing student academic engagement. One practice is to increase teacher delivery of OTRs; however, students with ESN may require more intensive instruction and supports than what is provided through traditional OTRs. Often, students with ESN also have complex communication needs (CCN) and require supports to communicate. In addition to needing communication supports, students with ESN often benefit from systematic prompting to promote skill acquisition and maintenance. Students with ESN may be supported through a supported OTRs intervention. During instruction, this involves the delivery of an OTR, access to communication supports, and the delivery of a response prompt. Efforts to increase teacher practices are often not sustained over time. Fortunately, coaching is a form of professional development with a large research base demonstrating lasting impact on teacher behavior. There are several components in the coaching literature that have been shown to be effective. Therefore, the purpose of this study was to examine the effects of a coaching package comprised of an initial training, a goal setting and meeting cancellation contingency, daily performance feedback, and follow-up coaching sessions on the frequency of teacher-delivered supported OTRs (i.e., deliver OTR, provide communication support, deliver prompt) to increase student engagement across three teachers and three students with ESN. All three teachers increased delivery of supported OTRs for the target student during small group instruction, while also increasing OTRs for all students in the group. In addition, all three target students increased active student responses (ASRs) during academic reading instruction and these results were maintained over time for two of the students. This study extends the extant research on coaching in three ways. First, this study contributes to the research on the use of coaching by providing an effective model implemented by natural change agents (i.e., teachers) in natural settings (i.e., schools), specifically for teachers of students with ESN. Second, this investigation adds to the research on OTRs by examining the effects of supported OTRs for students with ESN. Third, this research adds to the literature on academic engagement and the use of communication supports and systematic prompting specifically for students with ESN. Researchers have long studied academic engagement, but less research has been conducted on the use of effective practices for increasing academic engagement with targeted supports for students with ESN. [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.]