<p>Students with disabilities, such as ADHD and autism, often struggle in academic areas, including written expression. Performance feedback (PF) is a simple, time-, and resource-efficient strategy which has been used class-wide in general education settings to increase the writing fluency of elementary school students. Unknown is the extent to which PF can be used to improve the writing performance of students with disabilities. The present study used a single-case, multiple-baseline across-participants design to assess the virtual implementation of PF with three second- and third-grade students with disabilities. Two curriculum-based measurement (CBM)-dependent variables included total words written (TWW), a measure of pure writing output, and correct writing sequences (CWS), which also considers writing quality indicators such as spelling, grammar, and syntax. Visual and statistical analysis suggested that one participant’s TWW and CWS improved; however, these effects were not replicated across the other participants. Discussion focused on limitations including non-standardized CBM assessment procedures and the existence of increasing baseline performance trends for two participants, as well as implications and directions for future research.</p>