Table 2.

Description of the most commonly used interventions

	Description of strategy
Impairment-based interventions
Lexical retrieval of personally relevant words	Participants used personally relevant picture or word-based flashcards to target active encoding of target words. Treatment focused on use of a hierarchical cueing approach, where a series of semantic, phonological, and orthographic cues were systematically presented until the participant was able to retrieve the target word [22].
Motor speech production of personally relevant words	Participants used paper-based flashcards with orthographic cues to rehearse motor speech production of words that were difficult for them to pronounce. The participant was presented with maximal visual cues for each target word to promote production (e.g., syllable segmentation, orthographic phonetic cues, in addition to visual and/or audio cues from a care partner or recording when needed) [23]. Cues were systematically removed as pronunciation improved (i.e., modified version of Rosenbeck eight-step program).
Script training for daily conversation	Participants developed written scripts to facilitate speech for specific functional contexts (e.g., answering the phone, describing their condition to friends or strangers, and so forth). Scripts were orally rehearsed to increase automaticity in functional contexts.
Activity- and/or participation-based interventions
Communication wallets and/or boards for daily conversation	Participants created low-tech electronic or paper-based communication aids that were word based and/or picture based using personally relevant stimuli.
Auditory comprehension strategies for daily conversation	Participants were educated to make environmental modifications (e.g., eliminating environmental distractions). Care partners received training on increased use of positive communication strategies (e.g., repetition, use of orthographic, or picture cues).
Dysgraphia strategies for functional use in daily conversation	Participants and care partners were trained to use paper-based (e.g., pocket dictionary and templates and/or visual aids) and technology-based (e.g., spell and/or grammar checks on word processing programs, voice-recognition technology to dictate words to aid in spelling ability, and word-prediction technology) supports for functional writing tasks in daily life.