Table 5.
Example of change objectives for selected performance objectives
| Performance objective | Determinant | Change objective(s) |
|---|---|---|
| Parent actively brushes child’s teeth with fluoride toothpaste twice a day | Motivation and goals | Intend to brush child’s teeth with fluoride toothpaste twice a day |
| Knowledge | Know how to brush child’s teeth | |
| Beliefs about capabilities (self-efficacy) | Express confidence in ability to actively brush child’s teeth with fluoride toothpaste twice a day | |
| Demonstrate ability to actively brush child’s teeth with fluoride toothpaste twice a day | ||
| Skills | Develop skills to actively brush child’s teeth with fluoride toothpaste twice a day | |
| Demonstrate appropriate PSB (i.e. twice a day) | ||
| Beliefs about consequences (attitude) | Increase recognition of importance of parent actively brushing child’s teeth with fluoride toothpaste twice a day | |
| Parent perceives themselves as responsible for keeping their child’s teeth clean | Social role and identity | Perceive and take responsibility for brushing child’s teeth |
| Beliefs about consequences (attitude) | Believe that being responsible for child’s toothbrushing will improve outcomes for child | |
| Social influence | Believe that others important to them think they should be responsible for brushing child’s teeth | |
| Parent manages competing demands on time/resources | Knowledge | Know how to manage social demands on your time and resources (e.g. siblings, family problems) |
| Know how to manage environmental demands on your time and resources (e.g. work commitments, financial issues) | ||
| Beliefs about consequences (attitude) | Increase belief that proactive management of competing demands on time/resources will be beneficial | |
| Beliefs about capabilities (self-efficacy) | Express confidence in managing competing demands on time/resources | |
| Skills | Develop ability to manage competing demands on time/resources | |
| Demonstrate ability to manage competing demands on time/resources | ||
| Social influences | Manage social and family pressures on time/resources | |
| Environmental contexts and resources | Manage environmental demands on time/resources | |
| Parent copes with problems faced with PSB | Knowledge | Knows about potential problems and how to cope with them |
| Skills | Develop coping strategies to manage problems faced with PSB | |
| Behaviour regulation | Identify strategies to manage child’s behaviour in response to PSB | |
| Beliefs about capabilities (self-efficacy) | Express confidence in ability to cope with problems faced with PSB | |
| Demonstrate ability to cope with problems faced with PSB | ||
| Environmental context and resources | Identify environmental contexts that could lead to problems with performing PSB (e.g. tiredness) | |
| Develop strategies to overcome environmental problems (e.g., tiredness) | ||
| If in different location, parents to pack necessary equipment to perform PSB in new location | Environmental context and resources | Identify situations where child will be in location different to usual location PSB takes place |
| Execute normal PSB routine in new location | ||
| Knowledge | Know to continue brushing child’s teeth routine in new location | |
| Know to pack child’s toothbrush and toothpaste | ||
| Beliefs about consequences (attitude) | Increase recognition of the importance to brush child’s teeth irrespective of location | |
| Beliefs about capabilities (self-efficacy) | Express confidence in ability to brush child’s teeth in new locations | |
| Demonstrate ability to brush child’s teeth in new locations | ||
| Nature of behaviour (routine) | Organise PSB routine to take place in new location | |
| Execute PSB routine in new location |