Table 1.

SABA guidelines implementation: summary of intervention using ITAX

Dimension	Definition	Options checklist	Intervention logistics and characteristics of the SABA implementation
Delivery characteristics
Mode	Method of contact between interventionist and participant	Face to face (individual or group) Telephone (individual or group) Internet (individual or group) Video/CD instruction Telephone contact with computer Mailing of written material Personal digital assistant, mobile phone	Face to face (workshop or academic detailing visit) Video—motivational videos
Materials	Materials used in the delivery of the intervention	Manuals/workbooks Information sheets/checklists Pamphlets Videotapes Audiotapes CDs/DVDs Assistive devices Internet	Information sheets/checklist—Guidelines from PSWA, Asthma Medication Request Checklist (developed specifically for the research) Pamphlets—From NAC and AFWA—general information on asthma DVD—reference materials including two videos Internet—reference materials including two videos
Location	Where the intervention is delivered	Participant's home Classroom Healthcare provider's office Hospital, clinic, operating room Work site Community centre Nursing home Group residence facility Research facility	Workplace (community pharmacy)
Schedule	Duration and intensity of intervention	Overall duration of the intervention Number of sessions Minutes of contact per session Distribution of sessions over time	1 workshop of approx 1.5 hours or academic detailing visit about 15 min Reinforcement via resources provided
Scripting	Level of detail guiding interaction between the interventionist and the participant	Exact script/protocol provided Specific language provided with elaboration allowed/not allowed Goals/tasks specified but no further scripting General guidelines provided	Specific language provided via power point with elaboration allowed in interactive discussion—all workshops undertaken by one interventionist to maintain consistency of message
Sensitivity to participant characteristics	Extent to which participant background, experience and abilities are incorporated in the delivery of intervention	Intervention materials and delivery in language preferred by participant Materials written for specific reading or health literacy level Visual supplements, augmentative communication devices for hearing impaired Oral supplements and visual enhancements for vision impaired	Intervention materials and delivery in language preferred by participant—recognition of the level of understanding and perspective of both non-professional and professional staff
Interventionist characteristics	Qualifications and training, concordance with participant characteristics	Required disciplinary/professional expertise for interventionists Licensing/certification requirements Type and quantity of training provided Proficiency tests passed Race/ethnicity/age/gender matching of interventionist to participant Intervention staff recruited from participant community Interventionist knowledgeable of cultural views and values of participants	Intervention staff* recruited from participant community Training for academic detailers–one-on-one training of 1 hour length Workshops undertaken by trainer of academic detailers Interventionist knowledgeable of cultural views and values of participants
Adaptability	Extent to which intervention can be modified. What can be modified? On what basis are modifications made? When in the course of the study can modifications be made?	What: Number/schedule/duration of sessions Location Mode of delivery Content/target Dosage On what basis: Participant assessment Participant progress Spontaneous request Secular event Clinical judgement Checklist/laboratory test results, performance outcomes When: Intake Baseline Specified intervals during intervention	What: Could increase number of sessions if a pharmacy could not get all staff to attend the one session Could change the location to training room of a professional organisation Could change mode of delivery—changes were made to incorporate academic detailing. Could also use a large multipharmacy lecture. On what basis: Spontaneous request (eg, participant request to hold multiple workshops or change location) Based on participant progress—low recruitment numbers for workshops required adapting the intervention to academic detailing When: At intake (being adaptable during recruitment may increase participation) Specified intervals—throughout the recruitment adapting to recruitment numbers required a change in delivery mode
Treatment implementation	Treatment Delivery: Documentation of interventionist compliance to intended treatment and modifications Treatment Receipt: Extent to which processes are implemented by participant and/or goals are met Treatment Enactment: Extent to which knowledge and skills acquired during treatment are applied in real-world settings outside of treatment	Number and duration of sessions Content delivered Knowledge, skills, motivation, self-efficacy, social support/integration, changes in pathophysiology assessed in participant Direct observation, self-report, observer report of participant	Documentation of number of sessions and duration—25 workshops and 162 academic detailing visits The content was delivered as intended (via workshop) to 13.4% of participants. It was delivered in a modified version (academic detailing) to 86.6% Treatment receipt (knowledge, skills, motivation, self-efficacy, etc) was not specifically assessed, although the format which was interactive provided an opportunity for participants to clarify the information Treatment enactment was assessed by way of direct observation
Content and goals of intervention (intervention characteristics)
Treatment content strategies	Specific strategies aimed at improving outcomes	Provision of feedback to participant through tracking and monitoring Provision of information Behavioural incentives/reinforcements Didactic instruction Skill-building techniques Problem-solving techniques Stress-management techniques Facilitation of social support Biological interventions (surgery, medications, radiation) Structure/process modifications (eg, staffing, scheduling, communications)	Formal feedback was not provided, although participants were encouraged to make contact: with any problems that required advice/troubleshooting, with any success stories Provision of information—website, DVD and paper resources were provided to reinforce messages Behavioural incentives were given in the form of information about how to avoid conflict and access remuneration pathways Some didactic instruction was used to initiate conversation Skill-building techniques were used to encourage more effective patient engagement and communication Problem-solving techniques were given in the form of a checklist to facilitate the collection of patient information and a video role play Stress-management technique used was the empathetic approach to the barriers faced in being guideline compliant Structure/process modifications were offered in the form of how to manage the workflows to achieve guideline compliance.
Mechanisms of action	Key processes, goals or mediators of desired treatment outcomes	Ability to assess risks/goals Knowledge Behavioural skills Problem-solving skills Motivation Self-efficacy Social support Social engagement Environmental motivation Change in policies/regulations Biological pathways	Knowledge—of guidelines, legal requirements Behavioural skills—how to engage and communicate more effectively with patients. Problem-solving skills—how to engage with reluctant patients Motivation—demonstration that patients may not always recognise the need for help but do need it. Information about how to be remunerated for service provision Self-efficacy—checklist improves belief and ability to collect appropriate patient assessment information

In the context of the SABA guideline intervention, the following definitions apply:

Interventionist/intervention staff: These were the personnel who conducted the intervention. This included researchers who conducted the workshops and/or academic detailing visits.

Participants: These were the pharmacy staff who received the intervention including pharmacists and non-professional staff (pharmacy assistants).

AFWA, Asthma Foundation of Western Australia; ITAX, Intervention Taxonomy; NAC, National Asthma Council of Australia; PSWA, Pharmaceutical Society of Western Australia; SABA, short-acting β agonists.