There is a need to adapt research-based behavior management interventions so they have utility for virtual instruction. In this study, we investigated whether Class-Wide Function-Related Intervention Teams (CW-FIT) would increase group engagement for a first-grade inclusive class during virtual reading instruction. Results of the single case ABAB design indicated a functional relation between CW-FIT and increased group engagement. Secondary measures of students' (a) screen match (i.e., appropriate screen activity) during instruction and (b) attendance did not have clear relations with CW-FIT implementation. Overall, these results suggest behavioral interventions with evidence of effectiveness for increasing engagement during in-person instruction may have similar effects during virtual instruction.