Table 7 Enablers identified as needing to be in place to engage in the target behaviour change (increase frequency of responsive interaction behaviour) organised with respect to the COM-B components and the TDF domains)
COM-B component | TDF domain and description of enablers |
|---|---|
Capability | Physical skills Have skills to follow a child’s lead in play or share a book and use responsive interaction behaviours Have literacy skills to share a book |
Knowledge Able to choose age-appropriate books, toys and activities Know what kinds of questions to ask during book sharing/shared activities and how to follow child’s interests and respond contingently | |
Decision-making Able to decide on what they need to change to achieve their goal | |
Regulation Able to monitor their own use of the new behaviour and make and stick to an action plan to do it | |
Motivation | Belief about capabilities and optimism Feel they can make the change and increase the use of this behaviour Feel making the change is worthwhile and that there is scope to increase their responsiveness |
Beliefs about consequences Feel child will engage and so will respond or benefit Feel the chosen behaviours are best for the child and other behaviours (e.g. TV viewing) are not equally good—have reason to change Feel that what they do will make a difference | |
Intentions and goals Have definite intention to try to increase their use of the behaviour Able to set a clear goal and create action plan for implementing it Emotion Do not feel embarrassed at trying new behaviour and/or have fear of exposure/being judged Do not feel overwhelmed by additional demands | |
Opportunity | Physical opportunity A Have the books and toys needed to use this new behaviour including books in home language Have access to playgroups, drop-ins or other contexts to support the use of these behaviours |
Physical opportunity B Have a family and/or social network to draw on to support them Have access to/making use of childcare for siblings or child | |
Social opportunity See others in their social group using the responsive communication behaviours in a range of contexts Have a family and/or social network to also use the behaviours with their child Have opportunities for supported ‘together time’ which is intrinsically rewarding for child and parents |