Table 3 Shortlist of BCTs selected through consensus along with the TDF domains they are known to be effective in targeting (within our nine identified domains)
Behaviour change technique Definition | Targeted TDF domain(s) |
|---|---|
1.1. Goal setting (behaviour) Set or agree on a goal defined in terms of the behaviour to be achieved | Goals |
Behavioural regulationa | |
1.2. Problem solving Analyse, or prompt the person to analyse, factors influencing the behaviour and generate or select strategies that include overcoming barriers and/or increasing facilitators (includes ‘Relapse Prevention’ and ‘Coping Planning’) | Behavioural regulation |
Skillsa | |
1.3. Goal setting (outcome) Set or agree on a goal defined in terms of a positive outcome of wanted behaviour | Goals |
1.5. Review behaviour goal(s) Review behaviour goal(s) jointly with the person and consider modifying goal(s) or behaviour change strategy in light of achievement. This may lead to re-setting the same goal, a small change in that goal or setting a new goal instead of (or in addition to) the first, or no change | Goals |
1.7. Review outcome goal(s) Review outcome goal(s) jointly with the person and consider modifying goal(s) in light of achievement. This may lead to resetting the same goal, a small change in that goal or setting a new goal instead of, or in addition to the first | Goals |
2.3. Self-monitoring of behaviour Establish a method for the person to monitor and record their behaviour(s) as part of a behaviour change strategy | Behavioural regulation |
3.2. Social support (practical) Advise on, arrange, or provide practical help (e.g. from friends, relatives, colleagues, ‘buddies’ or staff) for performance of the behaviour | Environmental context and resources |
Social influences | |
4.1. Instruction on how to perform behaviour Advise or agree on how to perform the behaviour (includes ‘Skills training’) | Knowledge |
Skills | |
5.1. Information about health consequences Provide information (e.g. written, verbal, visual) about health consequences of performing the behaviour | Knowledge |
Beliefs about consequences | |
5.2. Salience of consequences Use methods specifically designed to emphasise the consequences of performing the behaviour with the aim of making them more memorable (goes beyond informing about consequences) | Beliefs about consequences |
5.3. Information about social and environmental consequences Provide information (e.g. written, verbal, visual) about social and environmental consequences of performing the behaviour | Knowledge |
Beliefs about consequences | |
5.5. Anticipated regret Induce or raise awareness of expectations of future regret about performance of the unwanted behaviour | Beliefs about consequences |
5.6. Information about emotional consequences Provide information (e.g. written, verbal, visual) about emotional consequences of performing the behaviour | Beliefs about consequences |
6.2. Social comparison Draw attention to others’ performance to allow comparison with the person’s own performance | Social/professional role and identitya |
Social influences | |
6.3. Information about others’ approval Provide information about what other people think about the behaviour. The information clarifies whether others will like, approve or disapprove of what the person is doing or will do | Social influences |
7.1. Prompts/cues Introduce or define environmental or social stimulus with the purpose of prompting or cueing the behaviour. The prompt or cue would normally occur at the time or place of performance | Environmental context and resources |
Beliefs about consequencesa | |
8.1. Behavioural practice/rehearsal Prompt practice or rehearsal of the performance of the behaviour one or more times in a context or at a time when the performance may not be necessary, in order to increase habit and skills | Skills |
8.7. Graded tasks Set easy-to-perform tasks, making them increasingly difficult, but achievable, until behaviour is performed | Skills |
Goalsa | |
9.2. Pros and cons Advise the person to identify and compare reasons for wanting (pros) and not wanting to (cons) change the behaviour (includes ‘Decisional balance’) | Beliefs about consequences |
10.3. Non-specific reward Arrange delivery of a reward if and only if there has been effort and/or progress in performing the behaviour (includes ‘Positive reinforcement’) | Reinforcement |
10.4. Social reward Arrange verbal or non-verbal reward if and only if there has been effort and/or progress in performing the behaviour (includes ‘Positive reinforcement’) | Reinforcement |
Social influences | |
10.10. Reward (outcome) Arrange for the delivery of a reward if and only if there has been effort and/or progress in achieving the behavioural outcome (includes ‘Positive reinforcement’) | Beliefs about consequences |
Reinforcement | |
11.3. Conserving mental resources Advise on ways of minimising demands on mental resources to facilitate behaviour change | Behavioural regulation |
Environmental context and resourcesa | |
12.1. Restructuring the physical environment Change, or advise to change the physical environment in order to facilitate performance of the wanted behaviour or create barriers to the unwanted behaviour (other than prompts/cues, rewards and punishments) | Environmental context and resources |
12.2. Restructuring the social environment Change, or advise to change the social environment in order to facilitate performance of the wanted behaviour or create barriers to the unwanted behaviour (other than prompts/cues, rewards and punishments) | Environmental context and resources |
Social influencesa | |
12.5. Adding objects to the environment Add objects to the environment in order to facilitate performance of the behaviour | Environmental context and resources |