Reading and writing are behavioral processes amenable to analysis, i.e. the decomposition into smaller units and direct teaching of its components effectively. The literature points to a variety of studies on the stimulus equivalence paradigm and use of the MTS procedure (matching to sample) for the acquisition of reading and writing repertoires. Currently good results are achieved by computerized means. Also included works that relate learning difficulties and externalizing behavior problems of children as well as the inadequate management of educational activities. However, there are few Brazilian studies on the subject.Thus, this study proposes a multifactorial analysis, ie, through a database it will be selecting children with deficits in learning reading and writing which have externalizing behavior problems, acting as potential competitors to academic tasks that are measured by the clinical cases tracking instruments used on teachers and caregivers. This learning can be helped with the use of ProgLeit software.Subsequently, after each teaching unit of ProgLeit, new data will be collected with instruments and analysis will be performed to verify if using the systematic and computerized reading and writing teaching the occurrence of externalizing behavior problems decreases while learning difficulties are also diminished.The learning measures at Progleit software and what parents and teachers report as responses of the used instruments will be related to check if there was a change in the child's behavior in the two environments.Keywords: Computerized Teaching, Equivalence relations, behavior problems.
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