College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students’ input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction.

智障和发育障碍（IDD）的大学生在寻找工作时面临挑战，通常在正式面试中缺乏沟通和社交技能。COVID-19大流行使访谈复杂化，迫使学生在线搜索并参加虚拟访谈。这项研究使用跨参与者的多探针设计来检查虚拟工作面试中基于读写能力的行为干预（LBBI）的获得。学生使用视频会议平台回答了作为雇主的研究人员的面试问题。LBBI是定制的，结合了学生的意见。结果表明，LBBI对于新雇主来说，对于教授和维护虚拟工作面试技巧是有效的。