From Theory to Intervention: Mapping Theoretically Derived Behavioural Determinants to Behaviour Change Techniques

Abstract

Theory provides a helpful basis for designing interventions to change behaviour but offers little guidance on how to do this. This paper aims to illustrate methods for developing an extensive list of behaviour change techniques (with definitions) and for linking techniques to theoretical constructs. A list of techniques and definitions was generated from techniques published in two systematic reviews, supplemented by "brainstorming" and a systematic search of nine textbooks used in training applied psychologists. Inter-rater reliability of extracting the techniques and definitions from the textbooks was assessed. Four experts judged which techniques would be effective in changing 11 theoretical constructs associated with behaviour change. Thirty-five techniques identified in the reviews were extended to 53 by brainstorming and to 137 by

The Behavior Change Technique Taxonomy (v1) of 93 Hierarchically Clustered Techniques: Building an International Consensus for the Reporting of Behavior Change Interventions

“…Hierarchical Cluster Analysis (HCA), the optimal number of groupings (2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20) were examined for suitability using measures of Internal Validity (Dunn's Index) and Stability (Figure of Merit, FOM) [34]. Bootstrap methods were used in conjunction with the HCA, whereby data were resampled 10,000 times, to identify which groupings were strongly supported by the data.…”

“…Historically it has often been concluded that how behavior change techniques are delivered may have as great or larger impact on outcomes as the techniques themselves [49]. Dimensions of behavior change interventions other than content, such as mode and context of delivery [5] and competence of those delivering the intervention [25,26] would thus also benefit from being specified by detailed taxonomies.…”

“…The content, or active components of behavior change interventions, are often described in intervention protocols and published reports with different labels (e.g., 'self-monitoring' may be labeled 'daily diaries'); the same labels may be applied to different techniques (e.g., 'behavioral counseling' may involve 'educating patients' or 'feedback, selfmonitoring, and reinforcement' [5]). This may lead to uncertainty and confusion.…”

Nursing Education Interventions for Managing Acute Pain in Hospital Settings: A Systematic Review of Clinical Outcomes and Teaching Methods

“…Twelve domains, including knowledge and skills, motivational factors, learning context, beliefs about capabilities, and the perceived role of the learner (Michie et al, 2005) map on to existing constructs from the research literature (Fishbein, Triandis, Kanfer, Becker, & Middlestadt, 2001). These domains can also be used to develop behavior change techniques (Michie, Johnston, Francis, Hardeman, & Eccles, 2008), and applying them to nurse education in pain management may enable better distinction of helpful from unhelpful findings and guiding theory (Gunnarsdóttir & Gretarsdottir, 2011;Twycross, 2002).…”

Staying in school for lunch instead of eating in fast-food restaurants: results of a quasi-experimental study among high-school students

“…This approach appears to be successful in encouraging students to stay in school for lunch and is in agreement with the observation of Webb et al (59) that interventions incorporating more behaviour change techniques have a higher probability of being effective. The behavioural change methods applied in the present programme were selected mainly from those suggested by health and clinical psychologists with expertise in developing and implementing behaviour change interventions (26)(27)(28)67) .…”