This week’s exemplar article is different than the first two articles because the authors do not point out explicitly how they applied the ELM – it’s up to the reader to pick this out. Consider what you know about the ELM and then carefully read the section labeled “Communication Intervention” (pp. 359-361). What intervention elements count as peripheral cues, and why? What intervention elements count as central route messages, and why? Which of these elements do you think were most effective in terms of contributing to behavior change, and why? Although the focus of this exemplar presentation is on the ELM, the authors of the article did a great job tailoring messages to their target audience (“pregnant low-income women in Tijuana,” p. 354). How did the authors tailor the health education materials to this audience (the materials themselves, or the content within the materials; be as specific as possible with your examples)? How might the materials differ if they were created for another target audience (e.g., a target audience that was not low-income; a target audience that did not reside in Tijuana)?
