Table 1. Overview of workshop content.

Title of workshop and summary of content	Co-production tasks	Supporting materials	Links to BCWa stages (sub-stages)	Integration of evidence from preparatory research
1. Preparatory meeting Introduction to the topic of self-management and key behaviours including supporting videos [44, 45]. Introduction to co-production and how we expected the groups would run. Mini-co-production task: What does living well with aphasia mean to you?	1. Ice-breaker: Participants asked to bring in a personal object to help introduce themselves. 2. Discussion: what does living well with aphasia mean to you?	Self-management infographic Co-production infographic	Stage one: Understand the behaviour (1a Define the problem in behavioural terms, 1b Select target behaviour)	Presentation on self-management and self-management infographic informed by systematic reviews [6, 19] and qualitative interviews with SSWAb [35].
2. Talking about ‘self-management’? Video presentation of a SSWA discussing how aphasia impacted their day to day life [46]. Focus on what the term ‘self-management’ means for SSWA including challenges and opportunities.	1. Discussion of challenges SSWA in video may face and what self-management may mean to them. 2. Discussion of the term ‘self-management’. Is this term liked? What other words could we use to describe self-management?	Summary of video in written form Challenges worksheet Communicating about self-management worksheet	Stage one: Understand the behaviour (1c Specify the target behaviour)	Video aligned with key themes arising from qualitative interviews with SSWA [35].
3. What can we change to support self-management? Participants were asked to generate solutions for supporting self-management (including considering barriers to key behaviours and who might help and when). Discussions were illustrated by an artist in real time and were pinned around the room for participants to look at and comment on.	1. What might help in supporting; communication outside of the home, seeing family and friends, taking the lead in managing and taking part in enjoyable activities. Barriers to each behaviour were presented with space for participants to add their own suggestions. 2. Who might be involved in supporting self-management and when.	What may help support self-management worksheet Who might help support self-management and when	Stage one: Understand the behaviour (1d Identify what needs to change) Stage two: Identify intervention options (2a Intervention functions)	Barriers to key behaviours drawn from qualitative interviews with SSWA and SLTs [35, 36] and systematic review of qualitative research [6]
Title of workshop and summary of content	Co-production tasks	Supporting materials	Links to BCWa stages (sub-stages)	Integration of evidence from preliminary research
4. Which solutions should we use to support self-management? Participants prioritised the solutions they had generated in the last workshop. Participants reviewed existing written resources; commenting on their pros and cons. The artist presented examples of illustrations which could be used to support provision of information.	1. Discussion of most important, least important and any ‘missing’ solutions 2. ‘Speed dating’ of existing written resources. Discussion of pros and cons including formatting.	Summary of solutions infographic Feedback on solutions worksheet Feedback on existing written resources worksheet	Stage two: Identify intervention options (2a Intervention functions) Stage three: Identify content and implementation options (3b Mode of delivery)
5. Prototype solutions for supporting self-management The research team presented a prototype solution for the intervention. Participants reviewed prototype materials and considered how we could encourage people to use each component of the intervention in practice.	1. Participants reviewed prototype materials for the intervention. Facilitators/participants wrote suggested changes directly on to the prototypes.	Summary of intervention components Prototype materials	Stage two: Identify intervention options (2a Intervention functions) Stage three: Identify content and implementation options (3b Mode of delivery)
6. How can we put the self-management approach we have developed in to practice? Participants reviewed prototype materials. Evaluation of the workshops.	1. Prototype materials were shared on screen and the facilitator took notes as participants commented on these. 2. Evaluative questions were shared on screen and the facilitator took notes as participants commented on these.	Prototype materials Prototype materials worksheet Questions to guide evaluation discussion	Stage two: Identify intervention options (2a Intervention functions) Stage three: Identify content and implementation options (3b Mode of delivery)

Abbreviations:

^a BCW- Behaviour Change Wheel;

^b SSWA- Stroke survivors with aphasia