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Description of the Strategy

Habit reversal was developed by Nathan Azrin and Gregory Nunn in 1973 as a treatment for habit disorders (nervous habits and tics). Habit reversal is best characterized as a treatment package because it consists of multiple treatment components used in combination, typically in outpatient treatment settings, with adults or children with habit disorders. Habit reversal was originally developed to treat nervous habits and tics and modified a year later to treat stuttering.

Habit reversal has been shown to be effective in treating a wide variety of habit disorders. What characterizes each of these habit disorders is their repetitive nature. Habit behaviors occur repeatedly across situations and continue to occur in the absence of social reinforcement. Nervous habits, also called bodyfocused repetitive behaviors by some authors, consist of repetitive hand-to-head behaviors such as hair pulling or hair twirling, hand-to-mouth behaviors such as nail biting or thumb/finger sucking, hand-to-body behaviors such as skin picking or scratching, and oral behaviors such as mouth biting or teeth grinding. There are two types of tics: motor tics and vocal tics. Motor tics consist of rapid, repetitive, jerking movements of muscle groups (e.g., head jerking, facial grimacing, shoulder shrugging), and vocal tics consist of repetitive sounds and/or words spoken with no communicative function (e.g., throat clearing, grunting, swear words). Motor and vocal tics may be part of a diagnosable disorder such as Tourette's disorder. Stuttering involves disruption in the fluency or timing of speech such as word, syllable, or sound repetition, prolongation of word sounds, or blocking when attempting to speak.

There are four major components of the habit reversal procedure: awareness training, competing response training, habit control motivation, and generalization training.

Awareness Training

The goal of awareness training is to teach the child to become aware of each instance of the habit behavior or the immediate antecedents to the habit behavior. To accomplish this goal, a number of procedures are used.

First is response description, in which the child describes all of the behaviors involved in the habit. For example, if a child engages in hair pulling, the child would describe all of the movements involved in pulling a hair (e.g., raising the right hand to the scalp, feeling hairs with the fingertips, isolating a hair with the thumb and index finger, pulling the hair, rolling the hair between the thumb and index finger, and finally dropping the hair on the floor).

After describing the behavior, the child practices response detection. In this procedure, the therapist helps the child identify each instance of the habit behavior as it occurs in the session. For behaviors such as tics or stuttering that would naturally occur in session, the therapist engages the child in conversation and instructs the child to indicate each time the behavior occurs. For behaviors such as hair pulling, nail biting, or other nervous habits that typically occur only when the child is alone, the therapist has the child simulate the behavior in session and identify each occurrence of the behavior.

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