Table 1.

MyGoals implementation strategy specification.

	Clinician Education	Audit & Feedback
Actors	The OT research team	The OT research team member who observed and evaluated the OT participant's MyGoals intervention sessions in real-time
Actions	Before MyGoals clinician education 1.Emailed the developed easy-to-understand, eye-catching education materials to the OT to provide the opportunity to review MyGoals intervention activities and their strengths & evidence and relative advantages First 2-h 1 : 1 zoom MyGoals clinician education 1.Introduced MyGoals intervention concepts, importance, activities, strengths & evidence, relative advantages, flexibility 2.Educated on knowledge and skills necessary to deliver MyGoals completely and competently 3.Provided audio-recording of an experienced OT delivering MyGoals to learn ideal MyGoals practice, gain awareness about one's practice, and perceive the potential benefits of using MyGoals 4.Discussed the audio-recording of the experienced OT's MyGoals sessions During the 2nd 2-h zoom MyGoals clinician education 1.Role-played to practice how to translate their knowledge and skills into practice, improve one's self-efficacy to deliver MyGoals, and provide a chance to perceive the relative advantages and strengths & evidence of MyGoals	Audit 1.The research team audited OT's in-person MyGoals intervention sessions with clients in real-time 2.During the observation, the research team evaluated the adherence and competence of OT-delivered MyGoals intervention sessions using the observer-rated MyGoals fidelity assessment - Competence and Adherence Scales Feedback 1.The research team encouraged the OT to share self-reflection on their MyGoals intervention delivery and encouraged them to ask questions 2.The research team discussed the OT's self-reflection and answered questions 3.The research team verbally debriefed the MyGoals fidelity assessment results. The research team made sure to provide positive reinforcement by emphasizing the well-implemented components and communication strategies 4.The research team asked the OT to share their reflections and questions regarding the Fidelity assessment results 5.The research team nonjudgmentally and interactively discussed with the OT ways to improve their knowledge, skills, and performance. The research team helped the OT improve their knowledge, skills, and performance 6.The research team suggested clear target intervention components and communication strategies that can or need to be improved to adhere to the MyGoals manual 7.The research team verbally provided tailored action plans for each OT to help them adhere to the MyGoals manual and improve intervention quality 8.The research team reminded the OT that they now have the necessary knowledge and skills and supported them to enhance their self-efficacy to deliver MyGoals completely and competently
Action target	•OT's knowledge, awareness, skills, outcome expectancy, self-efficacy •MyGoals intervention’ strengths & evidence, and relative advantages	•OT's knowledge, awareness, skill, and self-efficacy
Temporality	Two 2-h zoom sessions provided before the OT delivers MyGoals to clients	Provided between the 1st and 2nd MyGoals intervention sessions with each client (2 sessions per OT participant)
Dose	Two 2-h zoom sessions	Two 0.5-h sessions
Implementation outcomes affected	Acceptability, appropriateness, feasibility, MyGoals intervention fidelity	Acceptability, appropriateness, feasibility, MyGoals intervention fidelity
Justification	We developed the tailored strategies to target the MyGoals implementation determinants, which we identified through a rigorous process (21) including Implementation Mapping (11), a taxonomy of behavior change (14), CFIR (13), and social cognitive theory (15) and based on the existing literature such as ERIC-recommended strategies (22).