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Table 2 Behavior change techniques (BCT) used for the intervention of PREVED study

From: Impact of perinatal environmental health education intervention on exposure to endocrine disruptors during pregnancy—PREVED study: study protocol for a randomized controlled trial

Grouping of BCT taxonomy Chosen BCT in each BCT group Example of an intervention
Goals and planning Problem solving - To identify behaviours that are easy to implement daily to reduce exposure to endocrine disruptors chemicals (EDC) (example: replace plastic with glass)
Action planning - To integrate the purchase of primary products into your personal planning and devote time to manufacturing cosmetics at home
Feedback and monitoring Not applicable - No feedback between the workshops/Only a series of workshops by participant
Social support Not applicable - Few attendants came to the workshops
Shaping knowledge Training on how to perform the behavior - To learn to read package labels
- To learn to prepare cookies and cosmetics at home
  Behavioral experiments - To appreciate the changes implemented daily to reduce their exposure to EDCs thanks to the three-time questionnaire which to compare her consumption before and after
Natural consequences Information about health consequences - To respond to participants' questions about the known effects of EDCs exposure during pregnancy
Information about social and environmental consequences - To present the consequences of behaviours aimed at reducing EDCs exposure on the environment (example: waste reduction through homemade products)
Comparison of behavior Demonstration of the behavior - To teach how to make one’s own cosmetics
Associations Prompts/clues - To highlight leaflets and documentation at home
Repetition and substitution Behavioral practice/rehearsal - To integrate the manufacture of cosmetics into your schedule: the recipes offered were inexpensive and easy to integrate into a routine without constraints
Behavior substitution - To avoid heating food in plastic dishes with a microwave oven
Habit formation - To encourage participants to ventilate the house for 20 minutes/day
Habit reversal - To use glass jars and boxes to store food and meal leftovers, instead of plastic packaging
Generalization of target behavior - To teach how to make one’s own cosmetics in order to be independent/repeat the manufacture at home
Graded tasks - “Change everything” is neither taught nor required to propose simple solutions to reduce exposure to EDC
Comparison of outcomes Credible source - To use of current data from literature
Pros and cons - To explain that using glass packaging instead of plastic is valuable but not without some constraints (heavier, risk of breaking)
Comparative imagining of future outcomes - To project yourself at home (eliminating / reducing EDCs sources) in particular to safe your health and your children health
Reward and threat Material reward - To bring home the products made during the workshops (floor cleaner, cookies, ...): quick practice and experimentation directly after the workshop
- To reimburse the travel costs of participants (planned but not implemented)
Regulation Conserving mental resources - To recall the pleasure of consuming healthy products
- To encourage the implementation of even small changes on a daily basis: Choose not-guilty and counterproductive words
Antecedents Adding objects to the environment - To bring home made products: reusable containers will remind the participants of the value of making their own products and encourage them to continue manufacturing
Identity Framing/reframing - To rely on a presentation of a positive vision of health
- Do not focus on pathologies
- To encourage exchanges: sharing of experiences and knowledge is complementary to the information given by the facilitators
Incompatible beliefs - To remember that a "Natural Product" is not necessarily a "Safe Product" or a "Healthy Product"
- To explain that it is not necessary to go from “all industrial” to “all homemade”: by reading the labels, it is possible to better choose products containing little or no EDCs (number of ingredients, absence of 'additives ...)
Scheduled consequences Not applicable  
Self-belief Verbal persuasion about capability - To reassure participants: no guilty speech
- To highlight simple and accessible solutions to limit EDCs exposure: positive reinforcement
Focus on past success - To encourage the sharing of experience and information between participants (example: multiparous participants can advise new parents on "tips and tricks")
Covert learning Not applicable