Access G-AP: development of an accessible goal setting and action planning resource for stroke survivors with aphasia

Figures & data

Figure 1. Access G-AP design process.

Flow chart depicting the three study phases as described in the text, presented as boxes with vertical arrows. Phase 1: Access G-AP Draft A design; Phase 2: Access G-AP Draft A review; Phase 3: Access G-AP Draft B review.

Figure 2. Example commentary chart used in Phase 2.

A photo of a large flip chart page with the heading 'Manual page 3: What is G-AP? (diagram), divided into 3 columns with a happy face, neutral face, and sad face. Attached are the face cards and post-it notes showing participants’ views.

Table 1. Summary of themes, categories, and sub-categories.

Themes	Categories	Sub-categories	Supporting quotes
Design impacts on accessibility	“Accessible design features”	Text	SS3: “I like the key words, like important, help, decide, agree, small steps” RS4: “Clear, simple language used”
		Pictures	RS7: “Use of adult appropriate images” SS5: “I think they’re really good” [realistic graphics preferred to line drawings]
		Layout	RS7: “Clear and logical layout to plan and monitor goals”
		Colour	SS3: [colour coded boxes] “It’d help me with um dyslexia”
	“Inaccessible design features”	Text	SS3: “Too much information … my brain goes to sleep … [prefer] bullet points” RS6: “I feel key words have not always been chosen and some of the words in bold do not add extra meaning which may cause confusion”
		Pictures	RS5: “The pictures chosen … are predominantly of white women, which may make it feel less relatable to other genders and backgrounds”
		Layout	RS5: “Some of the pages and diagrams are a bit busy” RS7: “Too many messages in one box”
Getting the resource in place and making it work	“Empowerment”	Positivity	SS1: “You’ve got to have goals… they make you more positive” SS3: “The therapist is talking to the stroke survivor and letting them know there’s a way out”
		Ownership	RS3: “It is a shared document, negotiated not imposed”
	“Person-centredness”	Relevant content	SS3: “What it says here is what it was like for me in a nutshell” SS3: “Include people with different ages … a young person might think ‘where’s me?’”
		Tailoring to individual needs	SS3: “Everyone looks normal until you speak to them and hear what they say and hear about what they’re going through” [important for therapist to take time to get to know person with aphasia]
	“Support for and from staff”	Training and additional support	RS7: “Have supplementary picture material to facilitate conversation” SS3: “Pictures and reasons before they leave, not ‘here is a logbook and I’ll see you next week’”
		Record keeping	SS3: “It’s helpful to go back to my therapist … we spoke about a plan to get me better. Something like a logbook would be helpful” RS7: “Clear documentation for monitoring and evaluating goals”

Key: SS3 Stroke Survivor (number 3); RRS4 Rehabilitation Staff.