TABLE 2.

Cross-theoretical HBC constructs and application in SEBD-specific PA programming engagement.

HBC construct (34)	Definition in context with disability (34)	Relationship to child-level SEBD-related PA barriers and facilitators (26)	Examples in practice
Outcome expectations	Beliefs about behavioral choice consequences, including perceived risks and benefits. Risks are often inflated for individuals with disabilities, while benefits may be decreased.	Low motivation	PA is too hard and will make me feel worse. PA is boring.
		Social isolation/peer exclusion	I will get left out by others during this programming.
		Dislike of team/group activities, and preference for solitary activities	This programming will be competitive even if they say it isn’t, just like PE class.
		Structure, predictability, and consistency	I know what I will be expected to do during this programming.
		Opportunities for paired/group and solo PA	I know I can do the PA alone or with a friend depending on how I feel.
Self-efficacy	Beliefs about one’s ability to change behavior and control events in one’s life. Often reduced in individuals with disabilities. This reduction is exacerbated in children and teens, who have reduced agency.	Low motivation	I’ll never be athletic so why would I go?
		Motor skills difficulties	I’m always the worst at sports and I never get better.
		Preference for solitary activities	No one can see how bad I am at this PA while I work on getting better.
		Sensory/behavioral dysregulation	I will have a quiet space to practice PA so I can pay attention to my instructor.
		Medication side effects	My medication makes me too sleepy to go my PA program.
Reinforcement management and stimulus control	The occasion for performing a behavior, cues to action, and rewards for taking action. Individuals with disabilities often have reduced occasions to perform a behavior (fewer opportunities). Cues to action and rewards must be specific to individuals with disabilities.	Low motivation	If I go, I get to pick the type of PA I want to practice this week. My coach texted me a reminder that I will feel better after going for a walk today, even if it is short and easy.
		Structure, predictability, and consistency	If I practice, I will receive the reward I have chosen.
Social norms	Beliefs about social approval/disapproval of performing a given behavior. Individuals with disabilities are often presented with different norms, which leads to internalizing societal expectations for worse health behaviors and poor health outcomes.	Low motivation	My friends and I are video gamers, not jocks; we don’t do PA.
		Behavioral dysregulation	People like me don’t go to programs like that.
		Medication side effects	I’ve gained too much weight; heavy people don’t exercise.
Environmental facilitators/barriers	Features of the physical or programming environment that encourage or discourage a behavior. Often underappreciated in the case of individuals with invisible disabilities.	Sensory/behavioral dysregulation	The gym where we practice is too loud, and I get overwhelmed and anxious. I’m not taking another long bus ride after school when I’m already exhausted and feeling anxious about all the homework I have to do.