Table 6.

Intervention to COM-B* Theoretical Model

COM-B* Component	BCT**	BCT applied to existing intervention	Changes for future intervention
Capability (psychological)	Information about health consequences Information about emotional consequences Credible source	Provision of written, verbal, and visual Information about health consequences of poor sleep in the sleep hygiene education session and sleep hygiene infographic. In sleep hygiene education session, briefly comment how inadequate sleep can be associated with mood disorders, suicide. Information presented by “sleep hygiene expert” and well-trained, certified yoga instructor.	Continue. Continue. Continue.
	Habit formation	Encouragement of nightly, home-yoga practice to promote nightly relaxation habit and promote healthy sleep Encouragement of continuous practice of “sleep hygiene”	Throughout entire study, ask participants to document if sleep hygiene goals and yoga goals were met via daily sleep diary.
	Prompts/cues	Send text messages (opt in option) about class attendance, home practice, sleep diary completion. Encourage sleep hygiene behavior prompts, as appropriate (e.g., setting a TV off-timer to avoid TV at bedtime). Encourage prompts for regular yoga practice, as appropriate (e.g., leaving yoga mat out)	Continue. Continue. Continue.
	Self-monitoring of behavior Self-monitoring of outcome(s)of behavior	Provide sleep and yoga diary for self-monitoring of sleep hygiene behaviors and yoga home practice (sleep and yoga diary; individual SH call, in-class yoga practice) Not addressed.	To motivate self-monitoring via sleep and yoga diary, simplify the diary and improve aesthetics. In sleep and yoga diary, ask participants about mood to assist them in self-monitoring of links between sleep, yoga practice, and mood
Opportunity (physical)	Restructure the physical environment Adding objects to the environment	In SH in-person session and phone call, discuss the physical environment and overcoming barriers to implementing sleep health and yoga goals (e.g., ambient light, not enough physical space to practice yoga). Provide participants with yoga props (mat, blankets, video/audio) for home yoga practice Advise on use of white noise, ear plugs, temperature control of bedroom (if needed, lighting of bedroom). Advise participants as appropriate on individual physical environmental changes (i.e., removing TV from bedroom to avoid watching TV before bedtime and restricting a room to make it conducive to yoga practice).	In sleep hygiene group session, allow opportunities for participants to discuss any barriers present in the physical environment to implementing sleep hygiene and yoga practice goals; group facilitator and fellow participants offer each other ideas for trouble shooting. Continue.
Opportunity (social)	Restructure the social environment	Employ warm, welcoming intervention and research staff and yoga instructor with “desirable” characteristics as documented in qualitative formative research. Serve healthy refreshments post SH/yoga class to promote within group socialization, enhancing group dynamics, identity, and promote positive social influences. Yoga instructor gives “teaser” yoga practice at SH intervention to reduce anxiety associated with yoga and begins to establish comradery with participants. Allow for social support by asking participants to share their experiences with sleep and yoga in sleep education sessions and yoga classes. Provide on-site childcare to alleviate barriers to participation. Provide one on one sleep hygiene check in phone call with participants.	Continue. Continue. Because of RCT design, this is not possible. However, closed cohort format will allow participants to gain familiarity with each other Continue. Replace sleep hygiene check in call with second group session. Second group session is a more open discussion for participants to hear from peers about successes and challenges enacting sleep hygiene goals.
Motivation (reflective)	Verbal persuasion about capability	Provide continuous positive reinforcement to participants.	Continue. Use the second sleep hygiene group discussion session to provide positive reinforcement; even for participants who feel they were not “successful” in meeting their goal, provide positive reinforcement for the successes they did have (no matter how small).
	Identification of self as role-model	Inform participants that by promoting their own sleep health behaviors, and practicing sleep hygiene, other household members might follow suit (i.e., children).	Specifically highlight that sleeping well can help with mood, and may lead to greater role functioning.
	Information about health consequences	Discussion about emotional and physical consequences of inadequate sleep	Continue.
	Goal setting (behavior)	Ask participants to set a sleep hygiene goal(s)at the sleep health education session. Goals are incentivized through imparting knowledge about the benefits of sleep, socialization at sleep hygiene sessions and yoga classes, and earning a gift card for every yoga class attended.	Have participants set new sleep hygiene goals each week, by indicating in sleep and yoga diary. Continue. Attendance to yoga sessions will be incentivized through a “yoga attendance poster.” For each session that participants attend, they mark their attendance with a sticker.
	Review behavior goal(s)	Sleep hygiene goals are reviewed during individual SH call. Yoga practice goals are reviewed during yoga class “check in.”	Sleep hygiene goals will instead be reviewed during second group session, so participants can hear their peers’ goals, challenges, and successes. Participants can visually track yoga attendance through “yoga attendance poster” displayed at every yoga class. Continue.
	Material incentive (behavior) Social reward	Provide financial incentives for attendance to sleep hygiene sessions, in-person yoga classes, data capture visits. Provide positive reinforcement for attendance, trying to implement sleep hygiene goals, trying to implement a home yoga practice, etc. Provide food during/after in-person visits to allow for socialization and to establish camaraderie with fellow participants.	Continue. Continue. Continue.

^*COM-B theoretical framework: Capability, opportunity, motivation are essential intervention components to influence behavior change

^**BCT: Behavior change technique