Table 3.

Implementation Mapping Task 2: Example matrix of change objectives for adoption outcome, “GATHER community members to get guidance and feedback.”

	Determinants
Performance objectives (PO) AI/AN youth advocate and community partnersa will:	Awareness/knowledge (A/K)	Attitudes (A)	Skills and self-efficacy (SSE)	Outcome expectations (OE)	Perceived norms (PN)
PO.1. Connect with community members for guidance and feedback	A/K.1.a. List venues and organizations from which to engage youth and adult community members who understand and care about adolescent health priorities	A.1.a. Recognize the value of integrating community voice, expertise, and resources throughout the planning process	SSE.1.a. Demonstrate ability to engage youth and adult community members in the planning process SSE1.b. Express confidence in building partnerships to help your program succeed	OE.1.a. Expect that obtaining guidance and feedback from youth and adult community members will help prioritize adolescent health issues in your community, and support implementation of your program	PN.1.a. Recognize that other youth advocates engage youth and adult community members in planning adolescent health programs
PO.2. Gather input on youth interests and health priorities	A/K.2.a. Describe different methods (surveys, social media poll, in-person interviews, Zoom breakout rooms, Poll feature) to assess adolescent health priorities and desired health skills	A.2.a. Feel positive about engaging youth and adult community members to identify youth interests and health priorities	SSE.2.a. Demonstrate ability to gather feedback from youth and adult community members SSE2.b. Express confidence to collectively identify youth interests and health priorities	OE.2.a. Expect that gathering input from different perspectives will help identify adolescent health priorities and desired health skills	PN.2.a. Recognize that other youth advocates and partners gather input to prioritize adolescent health topics
PO.3. Identify your community's needs and resources	A/K.3.a. Describe strategies to assess what youth, their families, and the broader community want to see in youth programming A/K.3.b. List available resources (staffing, program materials, teaching tools, funding) to implement an adolescent health program A/K.3.c. List constraints or challenges to be addressed A/K.3.d. List strategies to assess community readiness to inclusively address adolescent health, including needs of 2SLGBTQ youth	A.3.a. Feel positive about partnering with community members to identify needs and resources	SSE.3.a. Demonstrate ability to identify needs and resources for adolescent health programs SSE.3.b. Express confidence in assessing community readiness to inclusively address youth's health needs SSE.3.c. Express confidence in aligning adolescent health programs with community's cultural values and traditions	OE.3.a. State that identifying needs and resources for adolescent health will lead to adopting a program that is feasible, acceptable, and culturally relevant for youth in the community	PN.3.a. Recognize that youth advocates and partners in other communities assess needs and resources for adolescent health programs
PO.4. Select your program setting	A/K.4.a. List potential settings (e.g., school, afterschool, community, and clinic) to implement an adolescent health program A/K.4.b. List possible delivery modes (in-person, virtual, and hybrid) for adolescent health program A/K.4.c. Describe challenges or limitations (limited time, shared space, and few trained facilitators)		SSE.4.a. Express confidence in identifying potential settings and delivery modes for program implementation	OE.4.a. Describe how selection of potential settings and delivery modes by community partners will increase likelihood of successful program implementation	PN.4.a. Recognize that youth advocates and partners in other communities successfully implement adolescent health programs
PO.5. Gather input from youth and program participants	A/K.5.a. Describe how programs and services aimed at adolescents are likely to have a more significant impact if they are developed with the involvement of youth A/K.5.b. Describe ways to gather input from different youth audiences (rural, reservation, and urban) and age groups	A.5.a. Express that youth are experts on their own beliefs, values, and behaviors, as well as those of their peers	SSE.5.a. Demonstrate ability to gather youth input regarding program selection SSE.5.b. Express confidence in obtaining youth input in program selection	OE.5.a. State that obtaining youth input in the planning process will help ensure that selected program(s) are relevant to youth needs	PN.5.a. Recognize that youth advocates and partners in other communities value the inclusion of youth voice in decision-making

^aAI/AN youth advocates are typically representatives from school, afterschool, community-based, health, or clinic organizations; community partners include community and Tribal leaders, elders, representatives from other youth-serving agencies, parents, and youth.