The virtual-representational-abstract (VRA) instructional sequence presents as a viable mathematics intervention for students with disabilities, including students with autism spectrum disorder (ASD). Yet, to date, all research has been conducted face-to-face with students. However, virtual manipulatives provide an opportunity for educators to provide effective interventions virtually, both during emergency situations as well as to support students who have limited access to services. The purpose of this study was to examine the effects of the intervention package of the VRA instructional sequence with explicit instruction and the system of least prompts delivered virtually, on the accuracy and independence of four individuals with ASD solving double-digit subtraction with regrouping problems. Researchers found a functional relation between the intervention package and student accuracy.