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| Michie’s et al. taxonomy | Intervention |
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| Goals and planning | Set realistic goals and adjust them to build up skills, use the problem solving technique, and raise awareness on discrepancy between current behavior and goals as a motor of change |
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| Feedback and monitoring | Electronic monitoring, empathic reinforcement, alliance through LCD display of electronic pill monitor, and ensuring continuity of care through medication adherence report |
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| Social support | Reinforce positive practical and/or emotional support, invite significant others to attend interview, and offer the possibility to bring adherence report back home to discuss it with significant others |
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| Shaping knowledge | Assess patient’s cognitive and behavioral knowledge and needs in regard to long-term adherence, short-term and long-term side effects, fill in gaps with adequate vocabulary, and reevaluate needs over time |
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| Natural consequences | Evaluate consequences, which are relevant to the patient (e.g., health, quality of life, and social, emotional, affective, financial, and professional consequences) and use hypotheses as a motor of potential changes (e.g., what would happen if you would take your medication on a regular basis?) |
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| Comparison of behavior | Ask the permission for telling what other patients did in a similar situation |
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| Associations | Associate drug intake with relevant individual daily actions, behaviors, cues, and reminders |
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| Repetition and substitution | Plan short but repeated interviews over time, adjusted to patients’ needs |
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| Comparison of outcomes | Compare change in clinical outcomes and in adherence and set future goals |
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| Reward and threat | Congratulate patient on achievements as small as they are; if necessary, evoke risks cautiously with patient agreement |
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| Regulation | Detangle possible triangulation between patient and healthcare providers, listen to and regulate emotions, and, if possible, wait and see if patient is not ready to change behavior (preparation phase) |
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| Antecedents | Evaluate adherence with past treatments as indicator |
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| Identity | Reinforce patient positive behaviour, respect patient’s rhythm and possibilities, and keep contact with patient (e.g., schedule a new interview in case of a missed appointment) |
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| Scheduled consequences | Identify changes in clinical outcomes |
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| Self-belief | Explore patient’s past success, empower patient, and support patient in building self-confidence, self-efficacy, and motivation with treatment |
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| Covert learning | — |
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