Table 3.
Behaviour change taxonomy and frequency of techniques used in studies within a range of follow-up post-intervention
| Processes underpinning behaviour change process | Techniques reported | All studies (n = 22) | End of intervention or interim (n = 22) | ≤1 year post- intervention (n = 16) | ≥2 years post- intervention (n = 10) | |||
|---|---|---|---|---|---|---|---|---|
| Effective (n = 18) | Ineffective (n = 4) | Effective (n = 12) | Ineffective (n = 4) | Effective (n = 6) | Ineffective (n = 4) | |||
| Identify and motivate readiness to change | Provide general information on behaviour-health link | 21 | 17 | 4 | 11 | 4 | 6 | 4 |
| Provide information consequences | 11 | 9 | 2 | 5 | 2 | 5 | 2 | |
| Provide information about others' approval | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
| Provide general encouragement | 4 | 3 | 1 | 1 | 1 | 3 | 0 | |
| Motivational interviewing | 8 | 6 | 2 | 4 | 2 | 4 | 0 | |
| Facilitate motivation to change | Prompt intention formation | 12 | 10 | 2 | 7 | 2 | 5 | 2 |
| Prompt specific goal setting | 14 | 10 | 4 | 7 | 4 | 3 | 2 | |
| Prompt self-monitoring of behaviour | 14 | 10 | 4 | 7 | 4 | 4 | 4 | |
| Agree behavioural contract | 9 | 8 | 1 | 2 | 1 | 4 | 0 | |
| Provide relevant information and advice/behaviour change strategies | Provide instruction | 15 | 12 | 3 | 8 | 3 | 5 | 4 |
| Anticipatory guidance | 4 | 2 | 2 | 2 | 2 | 0 | 0 | |
| Tailored or personalized delivery | 13 | 12 | 1 | 7 | 1 | 5 | 1 | |
| Environmental restructuring | 12 | 11 | 1 | 7 | 1 | 3 | 2 | |
| Feeding practices | 15 | 13 | 2 | 8 | 2 | 5 | 2 | |
| Parenting skills: generic | 15 | 12 | 3 | 10 | 3 | 3 | 3 | |
| Parenting skills: specific to lifestyle behaviours | 14 | 11 | 3 | 7 | 3 | 3 | 3 | |
| Time management (including planning) | 2 | 1 | 1 | 1 | 1 | 0 | 1 | |
| Provide contingent rewards | 14 | 11 | 3 | 9 | 3 | 3 | 0 | |
| Teach to use prompts/cues | 6 | 5 | 1 | 2 | 1 | 2 | 1 | |
| Build self-efficacy (and independence) | Set graded tasks | 4 | 4 | 0 | 4 | 0 | 1 | 0 |
| Model/demonstrate the behaviour | 7 | 5 | 2 | 4 | 2 | 2 | 2 | |
| Provide performance feedback | 10 | 8 | 2 | 6 | 2 | 4 | 1 | |
| Prompt practice | 8 | 7 | 1 | 6 | 1 | 2 | 1 | |
| Provide opportunities for social comparison | 5 | 4 | 1 | 4 | 1 | 2 | 1 | |
| Plan social support/social change | 17 | 14 | 3 | 10 | 3 | 6 | 2 | |
| Prompt identification as role model/position advocate | 11 | 10 | 1 | 8 | 1 | 4 | 2 | |
| Prompt self-talk | 0 | 0 | 0 | 0 | 0 | 0 | 0 | |
| Prevent and manage relapse | Prompt barrier identification | 15 | 14 | 1 | 12 | 1 | 4 | 1 |
| Prompt review of behavioural goals | 8 | 6 | 2 | 5 | 2 | 3 | 0 | |
| Use of follow-up prompts | 5 | 2 | 3 | 1 | 3 | 2 | 1 | |
| Relapse prevention | 12 | 10 | 2 | 8 | 2 | 4 | 1 | |
| Stress management | 9 | 8 | 1 | 6 | 1 | 3 | 1 | |
Techniques in bold were more frequently identified in effective weight control interventions.