FORMATION OF SENSORY INTEGRATION IN PRESCHOOL CHILDREN WITH MOTOR ALALIA: A SPEECH THERAPY TECHNOLOGY

Motor alalia is a severe speech disorder characterized by impaired expressive speech caused by dysfunction of cortical speech-motor areas. In many cases, this disorder is accompanied by disturbances in sensory processing and motor coordination, which complicates the formation of stable speech skills in children. The purpose of this study was to develop and evaluate a technology for the formation of sensory integration in preschool children with motor alalia within the framework of corrective speech therapy intervention. The study involved 40 preschool children aged 4–6 years diagnosed with motor alalia. The participants were divided into experimental and control groups. The experimental group participated in a sensory integration–based intervention program integrated into speech therapy sessions for three months, while the control group received traditional speech therapy methods. Diagnostic assessments were conducted before and after the intervention to evaluate indicators of speech development and sensory integration abilities. The results showed that children in the experimental group demonstrated significant improvement in articulation coordination, vocabulary development, motor coordination, sensory responsiveness, and the ability to combine speech with motor activity. In comparison, the control group showed moderate progress mainly in articulation skills but less improvement in sensory processing indicators. These findings suggest that the integration of sensory stimulation with speech therapy exercises can significantly enhance the effectiveness of corrective interventions for children with motor alalia. The study concludes that sensory integration technologies play an important role in improving speech development, motor coordination, and adaptive behavior in preschool children with motor alalia. The implementation of multisensory corrective programs can contribute to more effective speech therapy practices and support the overall development of children with speech disorders.