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. 2016 Nov 23;2016(11):CD007249. doi: 10.1002/14651858.CD007249.pub5

4. Outcome summary by theory base and evidence quality.

Studya Pregnancies
 or births Contraceptive use
 (non‐condom) Condom use Dual‐method
 use Evidence qualityb
Social cognitive theory
Black 2006 Repeat pregnancy _ _ _ High
Sieving 2013 _ Hormonal consistency Consistency Consistency (OCs + condoms) Moderate
Wight 2002 NS NS NS _ Moderate
Coyle 2001 _ Effective method Last sex; past 3 mo _ Moderate
Coyle 2006 NS NS Last sex; past 3 mo _ Moderate
Tortolero 2010 _ _ NS _ Moderate
Markham 2012 _ _ RA: last sex; NS, past 3 mo
RR: last sex; past 3 mo
_ Moderate
Raj 2016 NS NS _ _ High
Motivational interviewing or IMB model
Boyer 2005 NS _ NS _ Low
Floyd 2007 _ Effective _ _ Moderate
Ceperich 2011 _ Less ineffective _ _ Moderate
Rendall‐Mkosi 2013 _ Less ineffective _ _ Moderate
Petersen 2007 NS NS _ _ High
Kirby 2010 NS NS NS _ Moderate
Whitaker 2016 _ LARC; NS, effective method _ _ Moderate
Transtheoretical model
Peipert 2008 NS _ NS NS Low
Barnet 2009 NS _ _ _ High
Davidson 2015 _ NS _ _ Moderate
Gold 2016 _ _ NS _ Low
Additional theories or modelsc
Schinke 1981 _ Habitual; less inadequate _ _ Low
Stanton 2004 Pregnancy, self‐report NS NS _ Low
Berenson 2012 NS C+P: OCs consistently
C: NS
C+P: last sex
C: NS
NS Low
Gilliam 2014 _ NS _ _ Low
Taylor 2014 _ _ Any; NS, consistent _ Low
Schuler 2015 _ NS _ _ Low

aTable has primary outcomes for this review by theory or model base; for explanation of comparison groups or outcomes, see Characteristics of included studiesbFrom Table 4cCognitive and behavioral training (Schinke 1981); Protection Motivation Theory (Stanton 2004); Health Belief Model (Berenson 2012); human‐centered design and Theory of Planned Behavior (Gilliam 2014); integrated model, I‐Change (Taylor 2014); social and behavioral change model, C‐Change (Schuler 2015)
 C+P and C: counseling + phone calls group and counseling‐only group
 IMB: Information‐Motivation‐Behavioral Skills model
 LARC: long‐acting reversible contraception
 NS: no significant difference between study groups