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Table 2 Intervention components implemented for the TGEG Study using the Behavior Change Technique Taxonomy [74]

From: Impact of school-based vegetable garden and physical activity coordinated health interventions on weight status and weight-related behaviors of ethnically diverse, low-income students: Study design and baseline data of the Texas, Grow! Eat! Go! (TGEG) cluster-randomized controlled trial

Intervention Intervention components Target Behavior change techniques Implementation agent
LGEG LGEG Training Teachers Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); Identification of self as role model (13.1) TGEG team, teachers, project specialists
School garden growing 12 vegetables (bell pepper, bok choy, broccoli, carrots, cherry tomatoes, cauliflower, potatoes, red leaf lettuce, spinach, squash, sugar snap peas, Swiss chard) Students Vicarious reinforcement (16.3); Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); Teachers, volunteers, Extension agents
14 horticulture & nutrition science classroom lessons related to what plants need to grow, what our bodies need to grow, and integration of gardening and nutrition within core subject areas Students Behavioral experiments (4.4); Instructions on how to perform a behavior (4.1) Teacher
12 Classroom vegetable recipe demo & tastings *
12 recipes in English/Spanish
Students
Parents
Behavioral practice (8.1); Social consequences (5.3); Behavior substitution (8.2) Extension agents, volunteers and project specialists
Student journal in which student completes activities related to nutrition, vegetable tasting, garden experiences, classroom science, math, and language arts learning objectives Students Goal setting (1.1); Identification of self as role model (13.1) Teachers
LGEG website web videos of gardening instruction, harvest guidance, vegetable preparation by kids, vegetable variety/growing chart by region Teachers
Students
Parents
Vicarious reinforcement (16.3); Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); TGEG team
"Dinner Tonight" web videos of adults preparing recipes Parents Vicarious reinforcement (16.3); Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); Restructuring of physical and social environment (12.1 and 12.1) Extension agents
14 Take-home family stories promoting healthy meals, water consumption, walking & outdoor play, and container gardening Parents, Students Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); Restructuring of physical and social environment (12.1 and 12.1) Teachers
LGEG Toolkit - materials, supplies, classroom children's books Teachers
school staff
Modeling of behaviors (6.1); Goal setting (1.1); Review of outcome goals (1.7) Teachers
WAT WAT Training Teachers Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); Identification of self as role model (13.1) TGEG team, teachers, project specialists
WAT kick-off Event /Celebration Teachers
Parents, Students
Restructuring of physical and social environment (12.1 and 12.1); Identification of self as role model (13.1) Teachers and extension agents
8 week Classroom Competition Teachers
Parents, Students
Restructuring of physical and social environment (12.1 and 12.1); Identification of self as role model (13.1); Social reward (10.4) Teachers and extension agents
3rd Grade Teacher Lesson Plans – 30 Classroom Activity Breaks by subject matter/learning objectives –math, science, language arts, health Students Restructuring of physical and social environment (12.1 and 12.1); Teachers
10 Parent – Newsletters (English/Spanish), Walking Bingo Card, Bonus Miles Record (English/Spanish) Parents, Students Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); Identification of self as role model (13.1); Social support (3.2 and 3.3) Teachers
Before / After School Extracurricular Activities Related to Physical Activity (i.e. running clubs) Students Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); Social support (3.2 and 3.3) Teachers, volunteers, project specialists
Walk Across Texas Website: Teacher guide, registration forms, mileage calculator, mileage record, certificates Teachers
Parents, Students
Modeling of behaviors (6.1); Goal setting (1.1); Review of outcome goals (1.7) TGEG team
WAT Toolkit - materials, supplies, classroom children's books Teachers
school staff
Modeling of behaviors (6.1); Goal setting (1.1); Review of outcome goals (1.7) Teachers
CATCH CATCH Training Teachers/ School staff Instructions on how to perform a behavior (4.1); Anticipation of future reward (14.10); Identification of self as role model (13.1) Teachers
CATCH Coordination Toolkit Teachers/ School staff Modeling of behaviors (6.1); Goal setting (1.1); Review of outcome goals (1.7) Teachers
  1. *The Behavior Change Technique Taxonomy (v1) [74] was used to identify the behavior change techniques utilized in the interventions