Table I.
Description of intervention components and universal health literacy precautions used
| Component | Number | Frequency | Purpose | Types of HL activities |
|---|---|---|---|---|
| Group classes | 3 | Weeks 1, 6, 17 | To build behavior-specific content knowledge and skills in a supportive group setting | 1. Interactive information presentation using: hands-on demonstrations, videos, PowerPoint visual aids, and simplified handouts |
| 2. Facilitated group discussion and encouragement of questions | ||||
| 3. Instructor-guided goal setting through the use of action plans | ||||
| Teach-Back call | 1 | Week 2 | To provide participants an opportunity to demonstrate mastery of key concepts and behavioral self-monitoring | 1. Teach back |
| 2. Teach-to-goal | ||||
| IVR calls | 11 | Bi-weekly | To motivate and reinforce behavior-specific knowledge and skills between classes | 1. Goal setting and self-monitoring |
| 2. Repetition of key concepts | ||||
| To track behavior change progress and set new goals | ||||
| Personal action plans | 3 | Weeks 1, 6, 17 (during classes) | To foster empowerment by setting new behavior change goals while recognizing barriers and potential solutions to barriers during classes | 1. Instructor-guided goal setting and barrier identification |
| Behavioral logs | 26 | Weekly | To promote self-management by monitoring behavior throughout intervention. | 1. Self-monitoring |