In light of the need for adhesion to systematized and computerized reading and writing education, the present study adopts the concept of motivation for behavior analysis, as well as a review of studies carried out under planned teaching conditions, in order to propose a way of evaluating the effects of different programmed and generalized reinforcing consequences on the engagement of children in resource room tasks. The study counts on the participation of two students, from 8 to 11 years of age, attending the 3rd and 5th year of elementary school in a municipal school in the state of São Paulo. Both must present average scores of less than 50% in basic repertoire evaluation instruments for reading and writing, and will be exposed to two Learning Units from a teaching program. Each unit is composed of steps, and each step teaches three words through a set of specific attempts and procedures (MTS and CRMTS). During one of the teaching units, participants will have access to online games, interspersed with steps. The insertion of game access will be counterbalanced among participants. Responsiveness to the tasks will be monitored by means of a specific illustrated evaluation in each of the units. By the analysis of average latency records of the response and incidence of behaviors incompatible with the tasks of MTS and CRMTS, the impact of selected motivational variables on student engagement might be investigated.
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