1. TIDieR ‐ Au 2015.

Study	Au 2015
TIDieR item	Experimental intervention	Control intervention
BRIEF NAME	Psychoeducation with behavioral activation (PsyED‐BA).	Psychoeducation only (PsyED).
WHY	Based on the Gallagher‐Thompson’s program Coping with Cargiving. The aim is to enhance the use of coping skills via behavioral activation (BA), since it would be more acceptable and helpful than change dysfunctional thoughts, overcome barriers to treatment access and train paraprofessionals to deliver some modules of the program.	General discussion about the psychoeducation program and information packet.
WHAT materials	Caregivers were given a printed copy of the psychoeducation program (adapted from the Chinese version of the Coping with Caregiving manual) together with an information packet with fact sheets concerning local organizations, community resources, and social and mental issues related to dementia. 1.‐ Patient‐Change Workshop, Procedures Manual, Progress Notes, Problem Behavior Tracking forms, written cueing systems for repetitive verbal behavior, audio/videotape or tactile diversion program for repetitive vocal and physical behaviours, and verbal and physical prompting procedures for continence and self‐feeding problems, Caregiver Self‐Change Recording Form. 2.‐ Self‐change Workshop, Problem Behavior Tracking forms, Caregiver‐self change recording form.	Caregivers were given a printed copy of the psychoeducation program (adapted from the Chinese version of the Coping with Caregiving manual) together with an information packet with fact sheets concerning local organizations, community resources, and social and mental issues related to dementia.
PROCEDURES	Participants were contacted by telephone within the same week of the baseline assessment to start the psychoeducation program. There were a total of four weekly intervention telephone calls, each lasting about 30 minutes. ‐ In the first week, all participants were taught about the symptoms and associated behavioral changes of dementia and the possible effects on the caregivers. Participants were also invited to share their caregiving experiences. ‐ In the second week, participants learned about the physical, social, and psychological consequences of stress and being aware of their own stress. They were invited to talk about their own stress. ‐ In the third week, they learned about the principles of identifying and scheduling pleasant events for themselves. ‐ In the fourth week, participants learned about communication: communicating their own needs to seek support from their family members. They also learned about the characteristics of various different types of communications: passive, aggressive, and assertive. Participants had eight biweekly telephone sessions over the following 4 months. Each session consisted of a telephone call lasting 15 to 20 minutes. The first four sessions focused on pleasant event scheduling and the other four sessions on effective communication. The tasks involved in each of the four sessions were as follows: 1. Activity monitoring: how is the participant spending time/ communicating now? 2. Activity scheduling: schedule pleasant event/effective communications 3. Reinforcing or modifying the pleasant event and communication based on feedback or self‐evaluation 4. Activity rescheduling/revision based on changes after modification. Finally, social work services were available upon requests in outpatient departments in which the care recipients received their regular follow‐up.	Participants were contacted by telephone within the same week of the baseline assessment to start the psychoeducation program. There were a total of four weekly intervention telephone calls, each lasting about 30 minutes. Participants had eight biweekly telephone sessions over the following 4 months. Each session consisted of a telephone call lasting 15 to 20 minutes: ‐ Participants were asked to go through the materials of the psychoeducation program and the information package. For each of the telephone session, the participants were asked to select their own topics for general discussion. If the caregiver selected pleasant event scheduling or communications, general discussion would be carried out without any BA procedures. Finally, social work services were available upon requests in outpatient departments in which the care recipients received their regular follow‐up.
WHO provided	Five paraprofessionals recruited trained to administer BA procedures. They were between 55 and 60 years old and had previously completed post‐secondary school training in areas related to human services (i.e., nursing or management). They had subsequently completed a 42‐hour course on Introduction to Psychology and had then received 20 hours of group training led by a social worker and a clinical psychologist (the principal investigator of the study) on BA in the context of the Copy with Caregiving program. Each paraprofessional worker was tested on a mock case before delivering the program to actual caregivers. Ongoing weekly supervision was provided by the clinical psychologist and social worker.
HOW delivered	Individually over the telephone.
WHERE occurred	At home.
WHEN and HOW MUCH	Twelve sessions: sessions 1 to 4 were delivered weekly, sessions 5 to 12 were delivered biweekly. Each session consisted of a telephone call lasting 15 to 20 minutes.
TAILORING	Interventions were comprehensively designed, not tailored to cover individual or unmeet needs.
MODIFICATIONS	None described.
HOW WELL planned	No described.
HOW WELL actual	No described.