A portion of the study participants will participate in traditional Semantic Feature Analysis treatment, as described in Gravier, M. L., Dickey, M. W., Hula, W. D., Evans, W. S., Owens, R. L., Winans-Mitrik, R. L., & Doyle, P. J. (2018). What matters in semantic feature analysis: Practice-related predictors of treatment response in aphasia. American Journal of Speech-Language Pathology, 27(1S), 438-453. https://doi.org/10.1044/2017\_AJSLP-16-0196. Briefly, this treatment involves naming pictures of objects, describing the objects' features (e.g., category membership, physical attributes, etc.), and creating sentences using the objects' names.

A portion of the study participants will participate in traditional Semantic Feature Analysis treatment, as described in Tilton-Bolowsky, V. E., Brock, L., Nunn, K., Evans, W. S., & Vallila-Rohter, S. (2023). Incorporating metacognitive strategy training into semantic treatment promotes restitutive and substitutive gains in naming: A single-subject investigation. American journal of speech-language pathology, 32(5), 1979-2020. https://doi.org/10.1044/2023\_AJSLP-22-00230. Briefly, this treatment involves metacognitive teaching and practice, naming pictures of objects, describing the objects' features (e.g., category membership, physical attributes, etc), creating sentences using the objects' names, debriefing on overall performance, and discussing recent and future opportunities for strategy implementation in real life.

This treatment involves naming pictures of objects, describing the objects' features (e.g., category membership, physical attributes, etc.), and creating sentences using the objects' names. It does not include direct metacognitive strategy training.

Participants will complete a 60-item confrontation naming assessment before, during, and after treatment. We will calculate the total number of items that participants name accurately across study phases.

Using the 60-item confrontation naming assessment, we will evaluate instances in which participants independently use a specific word-finding strategy (describing or talking around the word) in instances where they cannot name items successfully, and calculate the proportions of incorrect responses with and without strategy use across study phases.

Participants will describe picture scenes and tell stories. We will calculate the amount of informative content in their descriptions/stories using Content Information Unit (%CIU; Nicholas & Brookshire, 1993) analysis for descriptions/stories across study phases.

Participants will be asked to identify what they can do in moments of word-finding difficulty and what types of information they can provide in those moments, across study phases. There are six types of information that will be discussed during the treatments.