. 2017 Aug 11;5:203. doi: 10.3389/fpubh.2017.00203

Table 2.

Partial intervention mapping Steps 3 and 4: identifying methods, parameters, practical applications, tool types, and example messages for each critical task from the CHAMPSS Model adoption phase-select step.

CHAMPSS Model critical tasks^a	Determinants and change objectives^b	Methods^c	Parameters^c	iCHAMPSS practical application^c	iCHAMPSS tool type	Example messages in iCHAMPSS
1. Identify your target population	Awareness/knowledge (A/K.3.b) Attitudes and outcome expectations (OE) (A.7.a, OE.3.a, OE.3.b)	Elaboration Persuasive communication Modeling	Messages must be personal, understandable, and highly relevant for users, individuals must be motivated to receive messages Messages must be relevant, not too dissimilar from user, often repetitive Model must be relatable, describe specific steps or skills, and receive reinforcement	– Video/animated tutorial by an expert on selecting EBPs that covers identifying target population for desired outcomes – Recommendation letter to school board which includes identified target population – Video testimonials of School Health Advisory Committee (SHAC) members and other school personnel discussing how/why they selected the target population for their district	Step overview Templates Success stories	“Step overview”: “…what population do you want to serve? Select a program that was tested among a similar population to that in your district. It will be more likely to have a similar impact on your students. Determine if there’s a certain school or a particular grade level in which teen pregnancy is most prevalent” “Success stories”: “… our initial goal was to have a program from sixth through ninth grade… we figured if we can get them in seventh and eighth grade, we can kind of nip some of the risky behaviors in the bud before they have that transition over the summer as eighth graders going to ninth grade and then starting their freshman year in high school”

2. Identify your goals and objectives	Awareness/knowledge (A/K.3.a, A/K.3.c) Skills and self-efficacy (SSE) (SSE.3.a, SSe.3.b) Attitudes OE Perceived norms (PN) (A.7.a, OE.3.a, OE.3.b, PN.7.a)	Elaboration Goal-setting Persuasive communication Modeling	Messages must be personal, understandable, and highly relevant for users, individuals must be motivated to receive messages Being committed to achieving goals Messages must be relevant, not too dissimilar from user, often repetitive Model must be relatable, describe specific steps or skills, and receive reinforcement	– Video/animated tutorial by an expert on selecting EBPs that covers setting goals – Recommendation letter to school board which includes identified goals – Internet links to interactive exercises on identifying and creating goals and objectives – Video testimonials of school personnel discussing the goals and objectives their district identified	Step overview Templates Helpful links Success Stories	Helpful links: Centers for Disease Control and Prevention—Communities of Practice—SMART Objectives Template Download this “SMART Objectives Template” from the Centers of Disease Control to quickly develop your own SMART (specific, measurable, achievable, realistic, time-bound) objectives (http://www.cdc.gov/phcommunities/resourcekit/evaluate/smart_objectives.html)

3. Assess if your current program is evidence based	Awareness/knowledge (A/K.11.a, A/K.11.b)	Elaboration	Messages must be personal, understandable, and highly relevant for users, individuals must be motivated to receive messages	– Video/animated tutorial by an expert on selecting EBPs that covers how to assess whether a district’s current program is evidence based – Internet links to national lists of sexual health EBPs	Step overview Helpful links	“Step overview”: “Are any sexual health education programs currently used in your district on the list? A program may be labeled as evidence-based or a vendor may have told you the program has evidence but if it’s not on the list it’s probably not evidence based”

4. Select an evidence-based program (EBP)	Awareness/knowledge (A/K.12a.a) SSE (SSE.11.a, SSE.11.b, SSE.12a.a, SSE.12a.b) Attitudes OE PN (A.11.a, OE.11.a, PN.11.a, A.12a.a)	Elaboration Technical assistance Persuasive communication Modeling	Messages must be personal, understandable, and highly relevant for users, individuals must be motivated to receive messages Must fit the user’s needs Messages must be relevant, not too dissimilar from user, often repetitive Model must be relatable, describe specific steps or skills, and receive reinforcement	– Video/animated tutorial by an expert on selecting EBPs that covers where to find EBPs – Fact sheet on characteristics of EBPs – Fact sheet on how to interact with non-EBP vendors (being a smart shopper) – Internet links to national lists of EBPs that provide guidance on how to select the best EBP for one’s setting – Video testimonials of SHAC members and other district why EBPs are beneficial and important	Step overview Facts and tips Facts and tips Helpful Links Success stories	From “Smart Program Shopping” facts and tips Select a sexual health education program if it… – Is listed on a respected registry for EBPs (e.g., Office of Adolescent Health, National Campaign to Prevent Teen and Unplanned Pregnancy) – Was tested among a population with similar demographics to those of your district or school (e.g., gender, race/ethnicity, grade) – Was effective in changing the behaviors you want to target (e.g., delay sexual initiation, increase condom or contraceptive use) – Meets your district or school’s goals and objectives – Reflects values consistent with those in your district or school

5. Generate support for EBPs	Attitudes OE PN (A.13.a, OE.13.a, PN.13.a) SSE (SSE.13.a, SSE.13.b)	Persuasive communication Modeling Shifting perspective Technical assistance	Messages must be relevant, not too dissimilar from user, often repetitive Model must be relatable, describe specific steps or skills, and receive reinforcement Model must be able to take the perspective of the learner Must fit the user’s needs	– Video testimonials of SHAC members and other district parents/personnel describing how they get support for EBPs – Skills and tips on communicating effectively with others – Practice worksheet for analyzing key audiences for messaging on EBPs	Success stories Facts and tips Templates	“Success Stories”: “…And what I’ve learned is that if you address these issues that are potentially controversial in a very straightforward manner you have information readily available for people who have questions. You’re able to rebut any myths that come up quickly. And to have an external resource that can help you as well in answering those questions—an expert, someone who can also give data about the reality for kids who don’t get this information and just being pretty frank and up front and not stopping your march forward just because you’re afraid that something negative is going to occur”

^aFrom Figure 2.

^bDeterminants and changes objectives from the adopt behavioral outcome matrix in Table 1.

^cA theory-and evidence-based method “is a general technique for influencing the determinants of behaviors…”; parameters refer to the situations under which a method is used appropriately; practical applications include the intervention strategies used to operationalize those methods (44).