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| Techniquea | Definitiona | Intervention strategies |
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| (1) Provides information on consequences | Information about the benefits and costs of action or inaction, focusing on what will happen if the person performs the behaviour. | Leaflet explains link between feeding behaviours, rapid weight gain and risk of obesity. This information is reinforced and participant understanding about the information checked during 3 face-to-face and 2 telephone contacts. |
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| (2) Prompts intention formation | Encouraging the person to decide to act or set a general goal. | Leaflet encourages lower guidelines for formula-milk feeding and suggests a general feeding plan.
Develop a personalised feeding plan (PFP) in intervention contacts. |
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| (3) Prompts barrier identification | Identifying barriers to performing the behaviour and plan ways of overcoming them. | Identify barriers using cost-benefit analysis, motivation ruler and confidence ruler.
Formulation of “if…then…” plans to overcome barriers for example, crying between feeds (“If she cries at night, then I will offer her a dummy”) |
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| (4) Prompts facilitator identification | Identifying facilitators to performing the behaviour and plan ways to use them to overcome barriers. | Cost-benefit analysis, motivation ruler and confidence ruler. |
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| (5) Provides general encouragement | Praising or rewarding the person for effort or performance without this being contingent on specified behaviours or standards of performance. | Praise all attempts at following guidelines.
Good communication skills: building rapport, empathy, active listening, nonjudgemental, and client-centred. |
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| (6) Sets graded tasks | Setting easy task and increasing difficulty until target behaviour is performed. | Monthly contact to encourage mothers to set small achievable goals and revise them.
Review of personal feeding plan (PFP) to revise goals. |
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| (7) Provides instruction | Telling a person how to perform certain behaviour and/or preparatory behaviours. | Two leaflets and discussion about recommended feeding behaviours during 3 face-to-face and 2 telephone contacts. |
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| (8) Models or demonstrates the behaviour | An expert shows the person how to correctly perform behaviour for example, in class or on video. | Demonstrate the correct method of formula-feed preparation at baseline visit. |
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| (9) Prompts specific goal setting | Involves detailed planning of what the person will do, including a definition of the behaviour specifying frequency, intensity, or duration and specification of at least one context, that is, where, when, how, or with whom. | Personal Feeding plan with goals negotiated with the participant.
Make these goals specific by formulating “if…then…” plans |
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| (10) Prompts review of behavioural goals | Review and/or reconsideration of previously set goals or intentions | Review and revise goals set at each intervention contact using the Personal Feeding plan. |
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| (11) Prompts self-monitoring | The person is asked to keep a record of specified behaviour(s) (e.g., in a diary). | Encourage participants to record amount fed in the Personal Feeding plan. |
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| (12) Provides feedback on performance | Providing data about recorded behaviour or evaluating performance in relation to a set standard or others’ performance, that is, the person received feedback on their behaviour. | Provide feedback on feeding behaviour, based on Personal Feeding plan.
Provide feedback on baby’s growth plotted on growth charts. |
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| (13) Teaches to use prompts or cues | Teaching the person to identify environmental cues that can be used to remind them to perform a behavior,
including times of day or elements of contexts. | Stickers on formula-milk tins which encourage lower formula-milk consumption. |
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