Fig 1.
Respondents’ background information.
The left panel indicates the global distribution of respondents’ country of practice. The right panel from top to bottom shows respondents’ distribution across age groups, gender values, bilingual status (monolinguals vs bi/multilinguals), and clinical experience levels.
Fig 2.
Q2.4 and Q2.5: SLPs’ formal academic or clinical training received on A) multilingualism in general and B) multilingual aphasia.
Bar colors show the kinds of training respondents received before, after or both before and after their graduation as an SLP. Numbers of respondents per category are provided, percentages are rounded and based on a total of 407 respondents.
Fig 3.
Q2.6 & Q2.7: SLPs’ responses regarding A) how well they believe that their formal training prepared them for providing clinical services for MPWA and B) whether they believe professional clinical training should emphasize the contents listed.
In Fig 3B, the response options ‘not important’ and ‘not important at all’ are not depicted due to the very low number of responses. Percentages are rounded.
Fig 4.
Q2.8 & Q2.9: SLPs’ responses regarding A) If they believe anything is missing in their training, B) whether they are interested in participating in continuing education, and C) whether they believe that any of these listed elements are included in their training would improve their services to MPWA.
Percentages are rounded. The “other” option and answer options ‘not important’ and ‘not important at all’ are not shown due to very low response rates.
Fig 5.
Q3.1-Q3.4: The respondents’ frequency and distribution of caseloads of people with aphasia (PWA, left) and multilingual people with aphasia (MPWA, right).