The Path To All Waking Hours

Linguistic access and input.

Why are we so eager to find children with hearing loss at birth?

To get hearing aids on when needed before 6 months of age has great benefits in terms of speech and language development. How much benefit is lost, though, if parents are not keeping the hearing aids on their child during the day?

Plans sometimes go wrong.

We see that many, but not all parents have trouble keeping the hearing aids on. Who are those that need our help? And are there different groups within those parents who might need help in different ways?

Let’s take one last look at what’s at stake before we move on to tools that will help us create an intervention to help support these parents.

For a behaviour intervention framework to be useful, it should be comprehensive, coherent, and linked to an overarching model of behaviour. Does a framework like that exist?

Introduction to the COM-B model components.

Let’s look a little closer at Michie et al.'s Behaviour Change Wheel.

Let’s look at the COM-B at a new angle. Same COM-B….. different angle.

What does your intervention do that makes you think it might work?

The Theoretical Domains Framework (TDF) like the behaviour change wheel, is a framework for creating behaviour change interventions.

What policies support the delivery of the intervention functions you have chosen.

A Behaviour Change Technique is a basic and necessary element of a behavioural intervention that is observable, replicable and irreducible.

We’ve covered the content. Now let’s put everything together following the steps outlined in the Behaviour Change Wheel Guide for creating an intervention.

The “All Waking Hours” intervention is in its planning stage. I know the behaviour I want to promote. I’m still learning about what it might take to get that behaviour to happen, and I think I’ll need to do a parent focus group to get my answers. Let's take it through the BCW guide process up until step 4.

Let’s do what we shouldn’t: Brainstorm on some different interventions without finishing our behavioural assessment. Why? Well…it will help so that I can explain the APEASE criteria in the next lecture.

Effectiveness is not the only consideration when designing an intervention. The Behaviour Change Wheel Guide outlines the APEASE criteria for judging the overall value and feasibility of an intervention.

We already have a lot to think about, but what else can guide us as we move to planning an effective intervention?

In creating our intervention, we are likely to choose Education as one of our intervention functions. We are also on a likely track to choose video as our mode of delivery. Is video an effective way to educate? What evidence can guide us? Let's consider the first 5 of 12 multimedia learning principles.

Let’s look at the next 3 principles in the Cognitive Theory of Multimedia Learning. How do we tailor the message to be easily processed and understood?

How does the learner to make sense of the information given? This is about generative processing. You make sense of what you hear and see by organizing the information. Let’s look at the last 4 principles in the Cognitive Theory of Multimedia Learning.

Behaviour Change Techniques are tools for making behaviour happen, but like all tools, you need to find out a little more about what you are doing before you pick one up

Let’s talk about the last three Behaviour Change Techniques we might consider for our "All Waking Hours" intervention. They all have to do with our connection to others.

Well here we are. To end this course, let’s watch a beta version video I’ve created that could be adapted for use in our intervention.