Title Details

L. Kay Bartholomew, EdD, MPH, is associate professor of health promotion and behavioral sciences and associate dean for academic affairs at the University of Texas School of Public Health.

Guy S. Parcel, PhD, is former dean and professor in health promotion and behavioral science at the University of Texas Health Science Center at Houston, School of Public Health.

Gerjo Kok, PhD, is former dean and professor of applied psychology at the faculty of psychology at Maastricht University, The Netherlands.

Nell H. Gottlieb, PhD, is professor of health education in the department of kinesiology and health education at the University of Texas at Austin.

MarÍa E. Fernández, PhD, is associate professor of health promotion and behavioral sciences and director of diversity programs at the University of Texas Health Science Center at Houston, School of Public Health.

Figures, Tables, and Exhibits xi

Acknowledgments xvii

The Authors xix

Part One: Foundations

One: Overview of Intervention Mapping 3

Learning Objectives 3

Perspectives 8

The Need for a Framework for Intervention Development 14

Intervention Mapping Steps 18

Core Processes for Applying Theory and Evidence 25

Navigating the Book 33

Important Repeating Concepts in the Book 35

Usefulness of Intervention Mapping 42

Summary 47

Discussion Questions and Learning Activities 48

Two: Behavior-Oriented Theories Used in Health Promotion 51

Learning Objectives 51

Perspectives 52

Overview of Theories 55

Learning Theories 60

Theories of Information Processing 64

Health Belief Model (HBM) 67

Protection-Motivation Theory (PMT) and Extended Parallel Process Model (EPPM) 68

Theories of Reasoned Action, Planned Behavior (TPB) and the Integrated Behavioral Model (IBM) 71

Goal-Setting Theory 79

Theories of Goal-Directed Behavior 80

Theories of Automatic Behavior, Impulsive Behavior, and Habits 82

Transtheoretical Model (TTM) of Behavior Change 86

Precaution-Adoption Process Model (PAPM) and Risk Communication 90

Attribution Theory and Relapse Prevention 93

Communication-Persuasion Matrix (CPM) 95

Elaboration Likelihood Model (ELM) 97

Theories of Self-Regulation 100

Social Cognitive Theory (SCT) 102

Theories of Stigma and Discrimination 105

Diffusion of Innovations Theory (DIT) 108

Summary 111

Discussion Questions and Learning Activities 112

Three: Environment-Oriented Theories 113

Learning Objectives 113

Perspectives 114

General Environment-Oriented Theories 117

Interpersonal-Level Theories 124

Organizational-Level Theories 129

Community-Level Theories 136

Societal and Governmental Theories 155

Summary 166

Discussion Questions and Learning Activities 166

Part Two: Intervention Mapping Steps

Four: Intervention Mapping Step 1: Needs Assessment 171

Learning Objectives 171

Perspectives 172

Collaborative Planning 174

Planning and Conducting the Needs Assessment 190

Conducting the Needs Assessment 196

Sources of Needs-Assessment Data 209

Community Capacity 221

Setting Goals and Linking to Evaluation 225

Summary 236

Discussion Questions and Learning Activities 237

Five: Intervention Mapping Step 2: Preparing Matrices of Change Objectives 239

Learning Objectives 239

Perspectives 241

Behavioral and Environmental Outcomes 243

Performance Objectives 255

Personal Determinants 269

Matrix of Change Objectives 275

Implications for Program Evaluation 294

Summary 305

Discussion Questions and Learning Activities 306

Six: Intervention Mapping Step 3: Selecting Theory-Informed Intervention Methods and Practical Applications 309

Learning Objectives 309

Perspectives 313

Ideas About the Program 316

Identifying Theoretical Methods 317

Method Selection 322

From Methods to Applications 356

Implications for Evaluation 371

Summary 375

Discussion Questions and Learning Activities 376

Seven: Intervention Mapping Step 4: Producing Program Components and Materials 379

Learning Objectives 379

Perspectives 382

Designing Culturally Relevant Program Materials 383

Creating Program Plans and Structure 387

Producing Program Materials 408

Initial Design Documents: Conveying the Project Intent 410

Reviewing Existing Program Materials 424

Developing Program Materials 431

Pretesting, Revising and Producing Program Components 443

Summary 458

Discussion Questions and Learning Activities 459

Eight: Intervention Mapping Step 5: Planning Program Adoption, Implementation, and Sustainability 461

Learning Objectives 461

Perspectives 462

Planning Group for Program Use 468

Program Use Outcomes and Performance Objectives for Adoption, Implementation, and Sustainability 474

Determinants of Program Use 484

Matrices for Promoting Program Use 489

Methods and Practical Applications for Program Use 493

Interventions to Influence Program Use 499

Implications for Program Evaluation 503

Summary 506

Discussion Questions and Learning Activities 507

Nine: Intervention Mapping Step 6: Planning for Evaluation 509
with Patricia Dolan Mullen

Learning Objectives 509

Perspectives 510

Reviewing the Program Logic Model 515

Impact on Health, Quality of Life, Behavior, and Environment 519

Impact on Change Objectives 522

Program Process 523

Selecting and Developing Measures 531

Design Issues 539

Summary 549

Discussion Questions and Learning Activities 550

Ten Using Intervention Mapping to Adapt Evidence-Based Programs to New Settings and Populations 553
with Joanne Leerlooijer, Shegs James, Jo Reinders, Christine Markham, and Patricia Dolan Mullen Learning Objectives 553

Choosing, Adopting, and Adapting Evidence-Based Programs 554

Perspectives 558

Applying Intervention Mapping to Adaptation 560

Lessons Learned from Adaptation Cases 631

Summary 631

Discussion Questions and Learning Activities 632

References 633

Index 731