Table 2

Definitions of behaviour change techniques with examples of how applied in the oral health study (italics in examples highlight behaviours specific to each definition)

Behaviour change technique	Definition (from verbatim from open source)*	Example
1.1 Goal setting (behaviour)	Set or agree on a goal defined in terms of the behaviour to be achieved.	Set SMART behavioural goals specifically for the care partner to learn and practice cueing behaviours; obtain verbal commitment and provide copy of goals in writing.
2.2 Problem solving	Analyse, prompt the person to analyse, factors influencing the behaviour and generate or select strategies that include overcoming barriers and/or increasing facilitators (includes ‘Relapse Prevention’ and ‘Coping Planning’).	Prompt care partner to engage in problem-solving by identifying anticipated challenges that the PARTICIPANT will face in doing tailored oral care. Review the care partner’s SMART behavioural goals and engage care partner in problem-solving regarding challenges encountered in practicing cueing techniques, providing feedback and additional instruction as needed.
1.5 Review behaviour goal(s)	Review behaviour goal(s) jointly with the person and consider modifying goal(s) or behaviour change strategy in light of achievement. This may lead to re-setting the same goal, a small change in that goal or setting a new goal instead of (or in addition to) the first, or no change.	Review the care partner’s SMART behavioural goals and engage care partner in problem-solving regarding challenges encountered in practicing cueing techniques, providing feedback and additional instruction as needed. Engage the care partner and participant in assessing successes in meeting oral care goal.
1.8 Behavioural contract	Create a written specification of the behaviour to be performed, agreed on by the person and witnessed by another.	Set SMART behavioural goals specifically for the care partner to learn and practice cueing behaviours; obtain verbal commitment and provide copy of goals in writing.
1.9 Commitment	Ask the person to affirm or reaffirm statements indicating commitment to change the behaviour.	Set SMART behavioural goals specifically for the care partner to learn and practice cueing behaviours; obtain verbal commitment and provide copy of goals in writing.
2.2 Feedback on behaviour	Monitor and provide informative or evaluative feedback on performance of the behaviour (eg, form, frequency, duration, intensity).	Prompt care partner to assess his/her usual cueing approaches with the PARTICIPANT and engage in problem-solving regarding their usefulness; provide feedback on behaviour. Review the care partner’s SMART behavioural goals and engage care partner in problem-solving regarding challenges encountered in practicing cueing techniques, providing feedback and additional instruction as needed.
2.3 Self-monitoring of behaviour	Establish a method for the person to monitor and record their behaviour(s) as part of a behaviour change strategy.	Provide log for daily tracking of frequency and length of participant toothbrushing with instruction for completing it.
3.1 Social support (non-specific)	Advise on, arrange or provide social support (eg, from friends, relatives, colleagues, ‘buddies’ or staff) or noncontingent praise or reward for performance of the behaviour. It includes encouragement and counselling, but only when it is directed at the behaviour.	Prompt care partner to assess his/her own self-efficacy and motivation to engage in planned behaviours.
4.1 Instruction on how to perform a behaviour	Advise or agree on how to perform the behaviour (includes ‘Skills training’).	Provide instruction on cueing and reminding strategies relevant to oral care difficulties. Review the care partner’s SMART behavioural goals and engage care partner in problem-solving regarding challenges encountered in practicing cueing techniques, providing feedback and additional instruction as needed.
6.1 Demonstration of the behaviour	Provide an observable sample of the performance of the behaviour, directly in person or indirectly for example, via film, pictures, for the person to aspire to or imitate (includes ‘Modelling’).	Link communication strategies specifically to oral hygiene care by role-playing identified PARTICIPANT behaviours (described in #1) while the care partner practices using FOCUSED communication and cueing strategies.
7.1 Prompt/cues	Introduce or define environmental or social stimulus with the purpose of prompting or cueing the behaviour. The prompt or cue would normally occur at the time or place of performance.	Provide instruction on cueing and reminding strategies relevant to oral care difficulties.
8.1 Behavioural practice/rehearsal	Prompt practice or rehearsal of the performance of the behaviour one or more times in a context or at a time when the performance may not be necessary, in order to increase habit and skill.	Link communication strategies specifically to oral hygiene care by role-playing identified PARTICIPANT behaviours while the care partner practices using FOCUSED communication and cueing strategies.
9.1 Credible source	Present verbal or visual communication from a credible source (eg, health professionals) in favour of or against the behaviour.	Engage care partner and PARTICIPANT (with hygienist present) to revise SMART behaviour goals and/or develop new SMART goals for sustaining newly learnt behaviours for tailored oral self-care.

*Retrieved from Michie et al.28