Four parents of children with complex communication needs (CCN) participated in a systematic instructional coaching intervention via telepractice. Parents learned to implement a multicomponent augmentative and alternative communication (AAC) support strategy during unstructured play activities. The strategy involved (a) creating opportunities, (b) aided AAC modeling, (c) least-to-most prompting, (d) and reinforcing the target communication behavior. A single-case, multiple probes across participants design was used to assess the fidelity with which parents implemented the taught strategy and children's use of AAC to comment, label, and describe. Further, social validity data were collected using a mixed methods approach, and data related to parents' self-efficacy were also collected. All four parents increased the fidelity with which they implemented the taught strategy, and all four children increased their use of AAC to comment, label, and describe. Parents made positive appraisals of the goals, procedures, and outcomes of the intervention. Self-efficacy data indicated that parents had high levels of self-efficacy prior to participating in the intervention. Results support the use of systematic instructional coaching interventions with parents of children with CCN and their application via a telepractice service-delivery model. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]