The current study evaluated the effects of a multi-component intervention package (modified schema-based instruction (MSBI) with systematic feedback in the consequent event) on mathematical problem-solving and embedded non-targeted science and English language arts (ELA) comprehension for three elementary students with moderate and severe intellectual disability (ID). Using systematic instruction with a system of least prompts, a task analysis and a graphic organizer with manipulatives, participants learned to solve group word problems: using addition to solve for the part-part-whole relationship. In addition to learning how to solve addition word problems, participants were also taught grade-aligned science and ELA concepts using non-targeted information (NTI) presented as instructive feedback in the consequent event. Generalization of mathematical problem-solving to a digital presentation using an iPad was also measured. In addition, this study also examined participant’s ability to generalize mathematical problem-solving skills when stimulus supports (i.e., task analysis and graphic organizer) were faded from the instructional package. Results showed a functional relation between MSBI and mathematical problem-solving and between embedded NTI as systematic feedback in the consequent event and science and ELA knowledge. The findings of this study provide several implications for practice for using multi-component intervention packages to teach academic skills (MSBI to teach mathematical problem-solving while simultaneously presenting NTI as systematic feedback to teach discrete academic skills) to students with moderate and severe ID. Limitations of the current study and suggestions for future research are discussed.