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2.5Monitoring outcome(s)of behavior by otherswithout feedbackObserve or record outcomes of behaviorRecord blood pressure, bloodwith the person’s knowledge as part of aglucose, weight loss, or physicalbehavior change strategyfitnessNote: if monitoring is part of a datacollection procedure rather than astrategy aimed at changing behavior, donot code; if feedback given, code only 2.7,Feedback on outcome(s) of behavior; ifmonitoring behavior code 2.1, Monitoringof behavior by others without feedback; ifself-monitoring outcome(s), code 2.4, Selfmonitoring of outcome(s) of behavior2.6BiofeedbackProvide feedback about the body (e.g.physiological or biochemical state) usingan external monitoring device as part of abehavior change strategyNote: if Biofeedback, code only 2.6,Biofeedback and not 2.2, Feedback onbehavior or 2.7, Feedback on outcome(s)of behaviourInform the person of their bloodpressure reading to improveadoption of health behaviors2.7Feedback on outcome(s)of behaviorMonitor and provide feedback on theoutcome of performance of the behaviorNote: if Biofeedback, code only 2.6,Biofeedback and not 2.7, Feedback onoutcome(s) of behavior; if feedback is onbehavior code 2.2, Feedback on behavior;if there is no clear evidence that feedbackwas given code 2.5, Monitoringoutcome(s) of behavior by others withoutfeedback; if feedback on behaviour isevaluative e.g. praise, also code 10.4,Social rewardInform the person of how muchweight they have lost followingthe implementation of a newexercise regimeAdvise on, arrange or provide socialsupport (e.g. from friends, relatives,colleagues,’ buddies’ or staff) or noncontingent praise or reward forperformance of the behavior. It includesencouragement and counselling, but onlywhen it is directed at the behaviorNote: attending a group class and/ormention of ‘follow-up’ does not necessarilyapply this BCT, support must be explicitlymentioned; if practical, code 3.2, Socialsupport (practical); if emotional, code 3.3,Social support (emotional) (includes‘Motivational interviewing’ and‘Cognitive Behavioral Therapy’)Advise the person to call a‘buddy’ when they experience anurge to smoke3. Social support3.1Social support(unspecified)Arrange for a housemate toencourage continuation with thebehavior change programmeGive information about a selfhelp group that offers support forthe behaviourBack to index page5

3.2Social support (practical)Advise on, arrange, or provide practicalhelp (e.g. from friends, relatives,colleagues, ‘buddies’ or staff) forperformance of the behaviorNote: if emotional, code 3.3, Socialsupport (emotional); if general orunspecified, code 3.1, Social support(unspecified) If only restructuring thephysical environment or adding objects tothe environment, code 12.1, Restructuringthe physical environment or 12.5, Addingobjects to the environment; attending agroup or class and/or mention of ‘followup’ does not necessarily apply this BCT,support must be explicitly mentioned.Ask the partner of the patient toput their tablet on the breakfasttray so that the patientremembers to take it3.3Social support(emotional)Advise on, arrange, or provide emotionalsocial support (e.g. from friends, relatives,colleagues, ‘buddies’ or staff) forperformance of the behaviorNote: if practical, code 3.2, Social support(practical); if unspecified, code 3.1, Socialsupport (unspecified)Ask the patient to take a partneror friend with them to theircolonoscopy appointmentAdvise or agree on how to perform thebehavior (includes ‘Skills training’)Note: when the person attends classessuch as exercise or cookery, code 4.1,Instruction on how to perform thebehavior, 8.1, Behavioralpractice/rehearsal and 6.1,Demonstration of the behaviorAdvise the person how to put acondom on a model of a peniscorrectly4. Shaping knowledge4.1Instruction on how toperform a behavior4.2Information aboutantecedentsProvide information about antecedents(e.g. social and environmental situationsand events, emotions, cognitions) thatreliably predict performance of thebehaviourAdvise to keep a record ofsnacking and of situations orevents occurring prior to snacking4.3Re-attributionElicit perceived causes of behavior andsuggest alternative explanations (e.g.external or internal and stable or unstable)If the person attributes theirover-eating to the frequentpresence of delicious food,suggest that the ‘real’ cause maybe the person’s inattention tobodily signals of hunger andsatietyBack to index page6

4.4Behavioral experiments5. Natural consequences5.1Information abouthealth consequencesAdvise on how to identify and testhypotheses about the behavior, its causesand consequences, by collecting andinterpreting dataAsk a family physician to giveevidence-based advice ratherthan prescribe antibiotics and tonote whether the patients aregrateful or annoyedProvide information (e.g. written, verbal,visual) about health consequences ofperforming the behaviorNote: consequences can be for any target,not just the recipient(s) of theintervention; emphasising importance ofconsequences is not sufficient; ifinformation about emotionalconsequences, code 5.6, Informationabout emotional consequences; if aboutsocial, environmental or unspecifiedconsequences code 5.3, Informationabout social and environmentalconsequencesExplain that not finishing a courseof antibiotics can increasesusceptibility to future infectionPresent the likelihood ofcontracting a sexuallytransmitted infection followingunprotected sexual behavior5.2Salience ofconsequencesUse methods specifically designed toemphasise the consequences ofperforming the behaviour with the aim ofmaking them more memorable (goesbeyond informing about consequences)Note: if information about consequences,also code 5.1, Information about healthconsequences, 5.6, Information aboutemotional consequences or 5.3,Information about social andenvironmental consequencesProduce cigarette packetsshowing pictures of healthconsequences e.g. diseasedlungs, to highlight the dangers ofcontinuing to smoke5.3Information about socialand environmentalconsequencesProvide information (e.g. written, verbal,visual) about social and environmentalconsequences of performing the behaviorNote: consequences can be for any target,not just the recipient(s) of theintervention; if information about healthor consequences, code 5.1, Informationabout health consequences; if aboutemotional consequences, code 5.6,Information about emotionalconsequences; if unspecified, code 5.3,Information about social andenvironmental consequencesTell family physician aboutfinancial remuneration forconducting health screeningPrompt assessment of feelings afterattempts at performing the behaviorAgree that the person will recordhow they feel after taking theirdaily walk5.4Monitoring of emotionalconsequencesInform a smoker that themajority of people disapprove ofsmoking in public placesBack to index page7

5.5Anticipated regretInduce or raise awareness of expectationsof future regret about performance of theunwanted behaviorNote: not including 5.6, Informationabout emotional consequences; ifsuggests adoption of a perspective or newperspective in order to change cognitionsalso code 13.2, Framing/reframingAsk the person to assess thedegree of regret they will feel ifthey do not quit smoking5.6Information aboutemotional consequencesProvide information (e.g. written, verbal,visual) about emotional consequences ofperforming the behaviorNote: consequences can be related toemotional health disorders (e.g.depression, anxiety) and/or states of mind(e.g. low mood, stress); not including 5.5,Anticipated regret; consequences can befor any target, not just the recipient(s) ofthe intervention; if information abouthealth consequences code 5.1,Information about health consequences;if about social, environmental orunspecified code 5.3, Information aboutsocial and environmental consequencesExplain that quitting smokingincreases happiness and lifesatisfactionProvide an observable sample of theperformance of the behaviour, directly inperson or indirectly e.g. via film, pictures,for the person to aspire to or imitate(includes ‘Modelling’). Note: if advised topractice, also code, 8.1, Behaviouralpractice and rehearsal; If provided withinstructions on how to perform, also code4.1, Instruction on how to perform thebehaviourDemonstrate to nurses how toraise the issue of excessivedrinking with patients via a roleplay exercise6. Comparison of behaviour6.1Demonstration of thebehavior6.2Social comparisonDraw attention to others’ performance toallow comparison with the person’s ownperformance Note: being in a groupsetting does not necessarily mean thatsocial comparison is actually taking placeShow the doctor the proportionof patients who were prescribedantibiotics for a common cold byother doctors and compare withtheir own data6.3Information aboutothers’ approvalProvide information about what otherpeople think about the behavior. Theinformation clarifies whether others willlike, approve or disapprove of what theperson is doing or will doTell the staff at the hospital wardthat staff at all other wardsapprove of washing their handsaccording to the guidelinesBack to index page8

7. Associations7.1Prompts/cuesIntroduce or define environmental orsocial stimulus with the purpose ofprompting or cueing the behavior. Theprompt or cue would normally occur atthe time or place of performanceNote: when a stimulus is linked to aspecific action in an if-then plan includingone or more of frequency, duration orintensity also code 1.4, Action planning.Put a sticker on the bathroommirror to remind people to brushtheir teeth7.2Cue signalling rewardIdentify an environmental stimulus thatreliably predicts that reward will followthe behavior (includes ‘Discriminativecue’)Advise that a fee will be paid todentists for a particular dentaltreatment of 6-8 year old, but notolder, children to encouragedelivery of that treatment (the 68 year old children are theenvironmental stimulus)7.3Reduce prompts/cuesWithdraw gradually prompts to performthe behavior (includes ‘Fading’)Reduce gradually the number ofreminders used to takemedication7.4Remove access to therewardAdvise or arrange for the person to beseparated from situations in whichunwanted behavior can be rewarded inorder to reduce the behavior (includes‘Time out’)Arrange for cupboard containinghigh calorie snacks to be lockedfor a specified period to reducethe consumption of sugary foodsin between meals7.5Remove aversivestimulusAdvise or arrange for the removal of anaversive stimulus to facilitate behaviorchange (includes ‘Escape learning’)Arrange for a gym-buddy to stopnagging the person to do moreexercise in order to increase thedesired exercise behaviour7.6SatiationAdvise or arrange repeated exposure to astimulus that reduces or extinguishes adrive for the unwanted behaviorArrange for the person to eatlarge quantities of chocolate, inorder to reduce the person’sappetite for sweet foods7.7ExposureProvide systematic confrontation with afeared stimulus to reduce the response toa later encounterAgree a schedule by which theperson who is frightened ofsurgery will visit the hospitalwhere they are scheduled tohave surgeryBack to index page9

7.8Associative learning8. Repetition and substitution8.1Behavioral practice/rehearsalPresent a neutral stimulus jointly with astimulus that already elicits the behaviorrepeatedly until the neutral stimuluselicits that behavior (includes‘Classical/Pavlovian Conditioning’)Note: when a BCT involves reward orpunishment, code one or more of: 10.2,Material reward (behavior); 10.3, Nonspecific reward; 10.4, Social reward, 10.9,Self-reward; 10.10, Reward (outcome)Present repeatedly fatty foodswith a disliked sauce todiscourage the consumption offatty foodsPrompt practice or rehearsal of theperformance of the behavior one or moretimes in a context or at a time when theperformance may not be necessary, inorder to increase habit and skillNote: if aiming to associate performancewith the context, also code 8.3, HabitformationPrompt asthma patients topractice measuring their peakflow in the nurse’s consultingroom8.2Behavior substitutionPrompt substitution of the unwantedbehavior with a wanted or neutralbehaviorNote: if this occurs regularly, also code8.4, Habit reversalSuggest that the person goes fora walk rather than watchestelevision8.3Habit formationPrompt rehearsal and repetition of thebehavior in the same context repeatedlyso that the context elicits the behaviorNote: also code 8.1, Behavioralpractice/rehearsalPrompt patients to take theirstatin tablet before brushingtheir teeth every evening8.4Habit reversalPrompt rehearsal and repetition of analternative behavior to replace anunwanted habitual behaviorNote: also code 8.2, Behavior substitutionAsk the person to walk up stairsat work where they previouslyalways took the lift8.5OvercorrectionAsk to repeat the wanted behavior in anexaggerated way following an unwantedbehaviourAsk to eat only fruit andvegetables the day after a poordiet8.6Generalisation of atarget behaviorAdvise to perform the wanted behaviour,which is already performed in a particularsituation, in another situationAdvise to repeat toning exerciseslearned in the gym when at homeBack to index page10

8.7Graded tasks9. Comparison of outcomes9.1Credible sourceSet easy-to-perform tasks, making themincreasingly difficult, but achievable, untilbehavior is performedAsk the person to walk for 100yards a day for the first week,then half a mile a day after theyhave successfully achieved 100yards, then two miles a day afterthey have successfully achievedone milePresent verbal or visual communicationfrom a credible source in favour of oragainst the behaviorNote: code this BCT if source generallyagreed on as credible e.g., healthprofessionals, celebrities or words used toindicate expertise or leader in field and ifthe communication has the aim ofpersuading; if information about healthconsequences, also code 5.1, Informationabout health consequences, if aboutemotional consequences, also code 5.6,Information about emotionalconsequences; if about social,environmental or unspecifiedconsequences also code 5.3, Informationabout social and environmentalconsequencesPresent a speech given by a highstatus professional to emphasisethe importance of not exposingpatients to unnecessary radiationby ordering x-rays for back pain9.2Pros and consAdvise the person to identify and comparereasons for wanting (pros) and notwanting to (cons) change the behavior(includes ‘Decisional balance’)Note: if providing information abouthealth consequences, also code 5.1,Information about health consequences;if providing information about emotionalconsequences, also code 5.6, Informationabout emotional consequences; ifproviding information about social,environmental or unspecifiedconsequences also code 5.3, Informationabout social and environmentalconsequencesAdvise the person to list andcompare the advantages anddisadvantages of prescribingantibiotics for upper respiratorytract infections9.3Comparative imaginingof future outcomesPrompt or advise the imagining andcomparing of future outcomes of changedversus unchanged behaviourPrompt the person to imagineand compare likely or possibleoutcomes following attendingversus not attending a screeningappointmentBack to index page11

10. Reward and threat10.1 Material incentive(behavior)Inform that money, vouchers or othervalued objects will be delivered if and onlyif there has been effort and/or progress inperforming the behavior (includes‘Positive reinforcement’)Note: if incentive is social, code 10.5,Social incentive if unspecified code 10.6,Non-specific incentive, and not 10.1,Material incentive (behavior); if incentiveis for outcome, code 10.8, Incentive(outcome). If reward is delivered also codeone of: 10.2, Material reward (behavior);10.3, Non-specific reward; 10.4, Socialreward, 10.9, Self-reward; 10.10, Reward(outcome)Inform that a financial paymentwill be made each month inpregnancy that the woman hasnot smoked10.2Material reward(behavior)Arrange for the delivery of money,vouchers or other valued objects if andonly if there has been effort and/orprogress in performing the behavior(includes ‘Positive reinforcement’)Note: If reward is social, code 10.4, Socialreward, if unspecified code 10.3, Nonspecific reward, and not 10.1, Materialreward (behavior); if reward is foroutcome, code 10.10, Reward (outcome).If informed of reward in advance ofrewarded behaviour, also code one of:10.1, Material incentive (behaviour);10.5, Social incentive; 10.6, Non-specificincentive; 10.7, Self-incentive; 10.8,Incentive (outcome)Arrange for the person to receivemoney that would have beenspent on cigarettes if and only ifthe smoker has not smoked forone month10.3Non-specific rewardArrange delivery of a reward if and only ifthere has been effort and/or progress inperforming the behavior (includes‘Positive reinforcement’)Note: if reward is material, code 10.2,Material reward (behavior), if social, code10.4, Social reward, and not 10.3, Nonspecific reward; if reward is for outcomecode 10.10, Reward (outcome). Ifinformed of reward in advance ofrewarded behaviour, also code one of:10.1, Material incentive (behaviour);10.5, Social incentive; 10.6, Non-specificincentive; 10.7, Self-incentive; 10.8,Incentive (outcome)Identify something (e.g. anactivity such as a visit to thecinema) that the person valuesand arrange for this to bedelivered if and only if theyattend for health screeningBack to index page12

10.4Social rewardArrange verbal or non-verbal reward ifand only if there has been effort and/orprogress in performing the behavior(includes ‘Positive reinforcement’)Note: if reward is material, code 10.2,Material reward (behavior), if unspecifiedcode 10.3, Non-specific reward, and not10.4, Social reward; if reward is foroutcome code 10.10, Reward (outcome).If informed of reward in advance ofrewarded behaviour, also code one of:10.1, Material incentive (behaviour);10.5, Social incentive; 10.6, Non-specificincentive; 10.7, Self-incentive; 10.8,Incentive

BCT Taxonomy (v1): 93 hierarchically-clustered techniques Note for Users The definitions of Behavior Change Techniques (BCTs): i) contain verbs (e.g., provide, advise, arrange, prompt) that refer to the action(s) taken by the person/s delivering the technique. BCTs c