Table 1.

Examples of Active Components of the Interventions

Intervention Target	Strategy	Sample Active Component
		Y-BTI	ATM
Perceived Behavioral Control	Self-efficacy to remain tobacco-free	-Enhance refusal self-efficacy skills by role playing situations where students might feel pressured to use tobacco and act out how students could refuse	“Think about what you might say if someone offered you their JUUL.” This message would be followed by, “Did you think about what you could say to someone who offered you their JUUL? Text YES or NO.” If YES, “Great! Write that idea down somewhere so you can look back at it if needed”. If NO, “That’s okay. Here is one idea you could use: Thanks, but I’m not interested in trying that today”.
Subjective Norms	Correct cognitive misperceptions	-Videos depicting peer groups expressing anti-tobacco sentiment	“How many kids in your class do you think dip or chew?” This message would be followed by, “It’s actually X%. Was your guess higher or lower than the actual number?” Similar messages would be sent to denormalize other tobacco product use.
Attitudes towards tobacco use	Decisional Balance	-Student led discussion of the positive and negative aspects of using tobacco	“Some kids think vaping is harmless. Check out this fact sheet and decide for yourself: https://bit.ly/2Y7bJkL”
Behavioral Economics Approach	Focus on tobacco-free reinforcing activities	Students identify enjoyable and goal-consistent tobacco-free activities they could engage in during their free time (e.g., sports/exercise, online classes, reading, movies)	“Identify a long-term goal and one step you can do this week to move closer to that goal.” This message would be followed by, “Did you think about what you might do this week to get closer to reaching your goal? How might using tobacco this week get in the way?”

Note. Y-BTI = Brief Tobacco Intervention; ATM = Automated Text Messaging