Alalia, a neurogenic speech disorder characterised by a profound delay or absence of expressive and/or receptive language, presents a complex challenge for speech-language pathologists and special-needs educators. Traditional drill-based correction tends to neglect the socio-cognitive underpinnings of language acquisition, limiting long-term generalisation. This study investigates how interactive methods—defined as dialogic, game-mediated, and technology-supported interventions—facilitate neural and behavioural plasticity in children aged 4 to 7 diagnosed with motor or sensory alalia. Drawing on socio-cultural theory and contemporary neurolinguistic models, the research employs a mixed-method, embedded-design study across two clinical centres in Tashkent and Namangan. Quantitative analysis of the adapted Preschool Language Scale (PLS-5) and the Peabody Picture Vocabulary Test (PPVT-4) demonstrates statistically significant improvements in expressive vocabulary, syntactic complexity, and pragmatic turn-taking compared with a matched control cohort receiving conventional therapy. Qualitative micro-analysis of therapy video transcripts reveals that multimodal feedback loops, peer scaffolding, and augmented-reality prompts jointly create a “linguistic playground” in which children rehearse—and automatise—core speech acts. The discussion integrates these findings within a neuroconstructivist framework, arguing that interactive methods not only accelerate cortical language network activation but also nurture socio-emotional competence critical for sustainable communicative growth. The article concludes with recommendations for curriculum designers, clinicians, and policy makers seeking to embed interactive paradigms in early intervention programmes.  

Alalia, interactive therapy, speech-language pathology

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