Researchers determined virtual manipulatives, on their own or as part of an instructional sequence, to be an evidence-based practice for students with intellectual and developmental disabilities (IDD; Long et al., 2022). Yet, the majority of research looking at virtual manipulative-based instructional sequences involves the phases learned in a specific order rather than an integrated fashion, which researchers suggested may be more effective and efficient (Root et al., 2021; Strickland & Maccini, 2012). This single-case design study explored use of the virtual-representational-abstract integrated (VRI) instructional sequence to teach three middle school students with IDD to solve computational subtraction with regrouping problems. Researchers found a functional relation between the intervention package of the VRA-I instructional sequence and corrective feedback for incorrect probe answers and student accuracy. Researchers also found mixed results for each student with regards to generalization to solving word problems involving subtraction with regrouping.