A Causal Modelling Approach to the Development of Theory-Based Behaviour Change Programmes for Trial Evaluation

Autor/inn/en	Hardeman, Wendy; Sutton, Stephen; Griffin, Simon; Johnston, Marie; White, Anthony; Wareham, Nicholas J.; Kinmonth, Ann Louise
Titel	A Causal Modelling Approach to the Development of Theory-Based Behaviour Change Programmes for Trial Evaluation
Quelle	In: Health Education Research, 20 (2005) 6, S.676-687 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyh022
Schlagwörter	Evidence; Intervention; Physical Activities; Health Promotion; Causal Models; Behavior Change; Health Behavior; Outcomes of Treatment; Theories; At Risk Persons; Diabetes; Program Descriptions + Suchen Sie Ihr Suchwort? Evidenz; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Kausalanalyse; Health behaviour; Gesundheitsverhalten; Theory; Theorie; Risikogruppe
Abstract	Theory-based intervention programmes to support health-related behaviour change aim to increase health impact and improve understanding of mechanisms of behaviour change. However, the science of intervention development remains at an early stage. We present a causal modelling approach to developing complex interventions for evaluation in randomized trials. In this approach a generic model links behavioural determinants, causally through behaviour, to physiological and biochemical variables, and health outcomes. It is tailored to context, target population, behaviours and health outcomes. The development of a specific causal model based on theory and evidence is illustrated by the "ProActive" programme, supporting increased physical activity among individuals at risk of Type 2 diabetes. The model provides a rational guide to appropriate measures, intervention points and intervention techniques, and can be tested quantitatively. Causal modelling is critically compared to other approaches to intervention development and evaluation, and research directions are indicated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10