1973年起日本学生健康调查中列入嗓音言语异常的项目。嗓音言语障碍儿童的筛选,进行方式如下:第一阶段,让学生用中等音强说适当单词(姓名等),然后转为一般检查。如有怀疑,进行第二阶段检查:(1)嗓音检查,如音高、音强、声时,以发现声嘶和变声障碍;(2)言语检查,如构语功能、言语发育程度、节律、单词异常,以发现构语障碍(畸变、置换、省略等)、腭裂嗓音言语(开放性鼻音)、言语发育迟缓(查病因)、节律障碍(口吃、言语过速)。检查用语分三组(横须贺市):第一组14个日语单词,凡发现有口吃音或不清晰音时作出标记;第二组顺次读出50音图,凡有口吃或不清晰音作出标记;第三组日常言语,凡有嘶哑、鼻音、嗓 The Japanese student health survey has included abnormal speech and speech in 1973. Screening of speech and speech impairment children proceeds as follows: In the first phase, students are asked to speak the appropriate word (name, etc.) with a medium sound intensity and then transferred to a general examination. If in doubt, carry out the second phase of examination: (1) voice examination, such as pitch, tone, sound, to find hoarseness and vocal disturbances; (2) speech tests, such as the function of speech, speech development, rhythm , Abnormal words in order to find the cataract disorder (distortion, replacement, omission, etc.), cleft lip voice (open nasal), speech retardation (check etiology), rhythm disorders (stuttering, speech overdone). Check the terms divided into three groups (Yokosuka City): the first group of 14 Japanese words, where found stuttering or unclear tone to make a mark; the second group of 50 sequential read sound map, where stuttering or unclear tone made Mark; the third group of everyday speech, where there is hoarseness, nasal, voice