Online Assessment and Enhancement of Auditory Perception for Speech Sound Errors: Online Perceptual Training for RSE
Phase: NA
Conditions: Speech Sound Disorder
Sponsor: Montclair State University

Online assessment and enhancement of auditory perception for speech sound errors 
(SCED) 
Protocol NCT04858035  
Document generated 10/21/2020 

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PROTOCOL: STUDY 3 
Establish the efficacy of online perceptual training for children with RSE and atypical 
perception 
OBJECTIVE: 
Evaluate whether online perceptual training improves perception and production of /r/ in children with 
Residual Speech Errors (RSE) who have atypical perceptual acuity, as identified by our lab-based 
classification norms. 
Participants 
• Sample: 10 children with RSE affecting /r/ 
• Age range: 9;0–15;11 years, native English speakers 
Eligibility  
Residual Speech Errors (RSE): 
Must have persistent speech errors specifically affecting the English rhotic /r/ sound. 
• Perceptual Classification: 
Must be classified as having atypical perception based on a laboratory-developed classification 
model applied to standardized perception tasks. 
• Language Background: 
Native speakers of English. 
• Cognitive and Language Proficiency: 
Must demonstrate adequate nonverbal cognitive and language skills as assessed by 
standardized tests, including: 
o Goldman-Fristoe Test of Articulation—Third Edition (GFTA-3): Assesses articulation of 
speech sounds. 
o Clinical Evaluation of Language Fundamentals—Fifth Edition (CELF-5), Recalling 
Sentences (RS) and Formulated Sentences (FS) subtests: Evaluates expressive and 
receptive language functioning, focusing on sentence recall and formulation. 
o LinguiSystems Articulation Test (LAT): Measures production of specific speech sounds. 

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o Sentence Repetition Task (SRT): Assesses verbal memory and grammatical processing 
through sentence repetition. 
• Hearing Screening: 
Must pass an online pure-tone hearing screening at frequencies 1000 Hz, 2000 Hz, and 6000 
Hz, at 30 dB intensity. 
• Medical History: 
Must not have a history of major neurobehavioral disorders or developmental disabilities. 
• DESIGN AND PROCEDURES 
• Design: Multiple-baseline across-subjects design; participants randomly assigned to varying 
baseline durations (4–10 sessions). 
• Phases: 
o Baseline: Perception and production of /r/ are probed repeatedly without intervention. 
o Treatment: All participants complete 12 sessions of online perceptual training (3x/week, 4 
weeks). 
o Maintenance: Post-treatment, perception and production are monitored for 3 sessions; no 
further training. 
Assessment Measures: 
• Perception: 
o Online identification and category goodness judgment tasks 
o For ongoing assessment, 75 items are randomly drawn (with proper balance and difficulty 
stratification) to avoid item memorization 
• Production: 
o Standardized word probes 
o Perceptual ratings are obtained from blinded online listeners 
Perception Training (Treatment Phase) 
• 12 sessions (30 minutes each, over 4 weeks; mostly self-administered online) 

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o Task 1: Focused perceptual training in a specific /r/ context with feedback; difficulty 
increases with improved accuracy. 
o Task 2: Identification of items along a synthetic rake-wake continuum with feedback based 
on typical listener norms. 
o Task 3: Broad perceptual training with a randomized set of items across all /r/ contexts and 
difficulties, with feedback. 
• Clinician Monitoring: A study clinician virtually attends one session per participant each week 
to ensure engagement. 
Summary Statement: 
This study will rigorously test whether online perceptual training leads to measurable improvements in 
both perception and production of /r/ in children with RSE and atypical perception, using a robust, 
randomized multiple-baseline design and blinded standardized outcome measures.