What question did this study set out to answer?

The study aims to assess the effectiveness of online auditory perceptual training for improving /ɹ/ production in children with residual speech sound disorder.

April 24, 2026

Online Assessment and Enhancement of Auditory Perception for Residual /ɹ/ Distortions

Key Points

The study aims to assess the effectiveness of online auditory perceptual training for improving /ɹ/ production in children with residual speech sound disorder.
Conducted a multiple-baseline design with ten monolingual English-speaking children aged 9 to 11 with RSSD.
Implemented twelve 30-minute online perceptual training sessions focusing on rhotic sounds.
Utilized pre- and post-training assessments to measure changes in /ɹ/ accuracy and categorization consistency.
Participants displayed meaningful improvements in auditory-perceptual skills after training, including increased accuracy in /ɹ/ identification.
Most participants showed a decrease in variability of categorical labeling on the /ɹ/−/w/ continuum.
Effect size values indicated clinically significant improvements in the categorization of /ɹ/ words for all participants.

Abstract

Purpose: This study evaluated the effects of computerized perceptual training by incorporating key modifications to address limitations identified in prior research. Training was specifically targeted to children identified as having “atypical perception,” considered good candidates for perceptual training. Method: Ten monolingual English-speaking children aged 9;0–11;7 (years;months) with residual speech sound disorder (RSSD) affecting /ɹ/ participated in a multiple-baseline study, completing three to six baselines before receiving twelve 30-min perceptual training sessions. A midpoint production probe was administered immediately after the perceptual training phase to assess preliminary changes in /ɹ/ accuracy. Subsequently, participants engaged in exploratory practice sessions, focused on facilitating rhotic production, followed by three postprobe sessions and a 1-month follow-up. All study activities were conducted online. Results: Visual inspection of individual trajectories and calculation of standardized effect sizes revealed meaningful changes in auditory-perceptual skills following the perception training. The majority of participants exhibited a reduction in categorical labeling consistency, suggesting more consistent categorization of speech stimuli along the /ɹ/−/w/ continuum, and all participants showed increased perceptual accuracy in the identification task. Category goodness ratings of /ɹ/ words also improved for all participants, with effect size values indicating clinically meaningful change. Conclusions: This study demonstrates that online computerized perceptual training holds promise as an effective intervention for improving speech, particularly when tailored to the needs of children with RSSD and atypical speech perception. With the long-term goal of making these tools freely available to clinical practitioners, we aim to empower clinicians to deliver targeted, effective interventions that accelerate progress for clients with RSSD. Supplemental Material: https://doi.org/10.23641/asha.32015043

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