Volume 1:
No. 4, October 2004
SPECIAL TOPICS IN PUBLIC HEALTH
The eHealth Behavior Management Model: A
Stage-Based Approach to Behavior Change and Management
Figure 1: Algorithm for eHealth
Behavior Management Model.
The algorithm for the eHealth Behavior Management Model
represents the communication flow that occurs between participant and
computer (as explained in the text). The algorithm starts with a persuasive
statement and opening question and continues through a series of statements
containing empowering feedback, persuasive arguments, and yes/no questions. A total of five end nodes
are possible: Maintenance, Action, Preparation, Contemplation, and Precontemplation. Each
end node contains information on how the participant can implement the
desired behavior change.
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Figure 2: Intent to change
option of the eHealth Behavior Management Model.
The intent to change option of the eHealth Behavior Management Model
continues communication flow between user and computer once the user reaches an end
node in the eHealth Behavior Management Model
(as explained in the text). The algorithm starts with a persuasive
statement and opening question and continues through a series of statements
containing empowering feedback, persuasive arguments, and yes/no questions. A total of five end nodes
are possible: Maintenance, Action, Preparation, Contemplation, and Precontemplation. If the participant
reaches a Preparation, Contemplation or Precontemplation end node, the model will provide an opportunity to
strengthen intent to change by guiding the user from one stage of change to
the next (e.g., Precontemplation to Contemplation) using a feedback loop.
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Figure 3: Feeding-environment
skills algorithm of the eHealth Behavior Management Model.
The feeding-environment skills algorithm
represents the possible sequence of questions, responses, and feedback
between computer and user in determining family mealtime behaviors (as
explained in the text). The module begins with the question "Which best
describes your mealtime?" Based on responses to questions, users arrive in
one of five stages of readiness to change. Final steps include exiting
the survey and reviewing checklists.
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Figure 4: Managing Environmental Triggers, one of four
modules within the Asthma Management
Demonstration Project. This
module uses empowering statements, persuasive arguments, and transactional
question to stage users based on stage of readiness to change behavior (as
explained in text). The module begins with the question, "Do you know what
causes you to have asthma symptoms?" If the answers to initial questions do
not link users to one of the three other modules within the project, users
eventually arrive in one of five stages of readiness to change in the
Managing Environmental Triggers module. Final steps include linking to end
nodes or viewing vignettes.
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Figure 5: Accessing Asthma Services,
one of four modules within the Asthma Management Demonstration Project.
This
module uses empowering statements, persuasive arguments, and transactional
questions to stage users based on stage of readiness to change behavior (as
explained in text), and is designed to help users determine effective forms
of asthma services and how to access them. The opening question is, "Have you
been diagnosed with asthma by a doctor?" Users eventually arrive in one of
five stages of readiness to change. Final steps include linking to end nodes
or viewing vignettes.
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Figure 6: Using Prescription Drugs
Properly,
one of four modules within the Asthma Management Demonstration Project.
This
module uses empowering statements, persuasive arguments, and transactional
question to stage users based on stage of readiness to change behavior (as
explained in text). The user is prompted with the first question, “Do you have a prescription
for asthma medication?” Users eventually arrive in one of five stages of
readiness to change. Final steps include linking to end nodes or viewing
vignettes.
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Figure 7: Regular Peak Flow Monitoring,
one of four modules within the Asthma Management Demonstration Project.
This module uses empowering statements, persuasive arguments, and
transactional question to stage users based on stage of readiness to change
behavior (as explained in text). The opening question is, "Do you use peak
flow monitoring correctly on a daily basis?" Users eventually arrive in one
of five stages of readiness to change. Final steps include linking to end
nodes or viewing vignettes.
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Figure 8: HIV/AIDS Prevention
Assertive Communication Module currently in development for South African
women at University of Port Elizabeth, South Africa.
This module shows the possible communication flow that occurs between user
and computer in determining behavior in sexual/romantic relationships and
encouraging positive changes in behavior. The opening question is, "Which
statement best describes your typical behavior in romantic relationships?"
Based on how the user responds to the seven possible answers, the user takes
one of two paths. One path begins with, "It's wonderful that you know how to
assert yourself in your relationships." The second path begins with, "Many
women find themselves sacrificing their needs for the sake of their
partners." The module offers ideas for helping women to continue positive
behavior, such as "Keep communicating with your partner" and "Identify a
friend you can talk to." The module also asks questions of women who
demonstrate a lack of assertiveness, such as "What are the reasons that you
can't communicate your needs assertively with your partner?"
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