Table 3 Summary of the intervention components, related behaviour-change techniques, and summary description of the delivery of the techniques

Training sessions: two face-to-face, full-day events

Goal specified

A task sheet for the whole service to discuss and to agree on a caseload management goal that they will achieve in the next six months.

Contract

Graded tasks

Group tasks (two to three people) starting easy and becoming increasingly difficult. The tasks focus on the target behaviours in various contexts. Component skills learnt in earlier tasks are repeated in subsequent tasks.

Rehearsal

Social processes of encouragement, support, and pressure

Processes within the above group tasks.

Modeling/demonstration by others

DVD clips from interviews with parents and other occupational therapists.

Feedback

Facilitator’s and peer’s comments during the above group tasks.

Tools for change:

1) Pre-appointment question

Graded tasks

A question to elicit goals from parents and school to make it easier for therapist to have this information.

2) Statement for appointment letters

Social processes of pressure

A statement of therapist’s commitment to formulate and agree goals and evaluate progress with patients.

Team workbooks to be used after the training sessions in actual context of practice

Goal specified

The goal-contract from the training sessions (above) was included as the first page of the workbooks.

Contract

Self-monitoring

Team-level, paper-based tasks for teams to complete in weekly 45-min meetings. The tasks consisted of broad, open-ended questions to the teams, related to (i) their progress towards the agreed upon service-level goal and (ii) their performance of the target behaviours.

Feedback

Peer’s comments that are guided by the workbook tasks

Social processes of encouragement, support, and pressure

Guidance for the team on how to structure the weekly meetings. The guidance has been designed so as to activate these two techniques.

Modeling/demonstration by others