Table 1.

Intervention matrix describing each activity, the BCTs employed, and psychosocial factors targeted

Activity name (communication channel)	Engaged participants	BCTs*	Activity description	RANAS psychosocial factors
Hardware and Action Knowledge (Opening Meeting)	Caregivers of children under 5	Part A: Video and discussion • BCT 3: Inform about risk • BCT 5: Inform about costs & benefits • BCT 8: Describe feelings about performing behavior • BCT 13: Provide positive group identity Part B: Hardware demo and practice • BCT 15&16: Provide infrastructure & instruction • BCT 18: Prompt guided practice Part C: Group commitment • BCT 10: Prompt public commitment	Part A: Discuss and watch video story of two families – one family safely manages their child’s feces and experiences many benefits while the other family does not and faces consequences. Part B: Mobilizer uses banner with illustrations to explain how to use each hardware; participants then demonstrate the practice and receive feedback and praise; hardware is distributed to caregivers. Part C: Caregivers make commitment in front of each other that they will practice safe disposal and/or latrine training (so that all child feces end up in latrine).	✓ Vulnerability ✓ Beliefs about costs & benefits ✓ Feelings ✓ Personal importance ✓ How-to-do knowledge ✓ Confidence in performance ✓ Others’ behavior
Building Self-Efficacy and Goal Setting (Household Visits x2)	Families of children under 5	Part A: Behavior reflection • BCT 28: Feedback on performance Part B: Discuss challenges • BCT 30: Prompt coping with barriers • BCT 24: Reattribute past successes & failure Part C: Set behavioral goal • BCT 35: Prompt goal setting Part D: Family support • BCT 11: Inform about others’ approval • BCT 21: Organize social support	Part A: Caregiver demonstrates her CFM practice (with hardware); mobilizer provides feedback as needed and praise. Part B: Discuss challenges caregiver is facing with her practice. For safe disposal, create a “barrier plan” for the biggest challenges. For latrine training, explain setbacks are normal and reflect on a successful training moment. Part C: Create “goal tracker” using two empty containers and stones. Caregiver sets goal to safely dispose/latrine train every day until mobilizer’s next visit. (In visit #2, reflect on goal and potential need to transition CFM practice as child grows). Part D: Mobilizer explains CFM is a family responsibility. Encourages other family members (e.g. father, grandmother) to discuss how they will support the primary caregiver.	✓ Action control ✓ Barrier planning ✓ Confidence in continuation ✓ Commitment ✓ Others’ approval ✓ Confidence in performance
Caregiver Support (Group Meeting)	Caregivers of children under 5	• BCT 27: Prompt self-monitoring of behavior • BCT 21: Organize social support	Caregivers reflect on how well they followed their goal tracker. Mobilizer then facilitates group discussion on challenges with safe disposal/latrine training and caregivers share strategies and supportive words. Close meeting with discussion about how to transition to a new CFM practice as your child grows (i.e. when to begin latrine training).	✓ Action control ✓ Confidence in performance
Celebrating ‘Safe CFM Families’ (Closing Meeting)	Families of children under 5	• BCT 13: Provide positive group identity • BCT 11: Inform about others’ approval	Mobilizer facilitates meeting where caregivers and their family members share positive reflections on adopting safe disposal/latrine training. Prominent village stakeholders (e.g. Ward member, Anganwadi teacher, ASHA worker) provide families with a celebratory certificate.	✓ Personal importance ✓ Others’ approval

BCT = behavior change technique; *The BCTs come from the RANAS practical guide [12]