Computer‐based instruction to teach professionals in Nigeria to conduct pairwise functional analyses

Bamise et al. (2026) built short, self-paced computer lessons.

The lessons showed Nigerian teachers, nurses, and therapists how to run pairwise functional analyses.

Learners watched videos, clicked through slides, and took quizzes on their own time.

Later they practiced in role-plays and then ran real FA sessions with children.

Every professional scored above 90% on the FA steps during both role-play and real sessions.

No one needed extra live coaching to reach mastery.

The culturally tailored examples made the steps stick.

Wolfe et al. (2015) already showed that a 20-minute computer module can teach graph-reading skills.

Bamise adds a new skill set: actually running the FA itself, not just looking at the data.

Holehan et al. (2020) and Irwin Helvey et al. (2022) argue about isolated versus synthesized FA conditions.

Bamise sidesteps that debate by simply training people to do the isolated, pairwise style well.

Burren et al. (2025) meta-analysis says high-quality FA leads to better treatment outcomes.

This study gives teams far from expert supervisors a cheap way to hit that high quality.

You no longer need a BCBA on site to teach every new hire how to run an FA.

Send the module, check the quiz scores, then watch the learner hit 90% fidelity in vivo.

This opens good assessment to clinics in rural areas, other countries, or places with few senior staff.