Kaibab Behavioral Service’s ultimate goal is promoting therapeutic environments using evidence-based practices with members needing behavioral health services in home, schools, and communities to improve social-emotional, adaptive, behavioral, and academic competencies to maximize quality of life.
In order to reach a client’s full potential, a comprehensive approach along with several critical components are integral in the treatment process. All clients have the capacity for change and improvement in their quality of life. Treatment plans are developed and implemented using a holistic approach that encompasses personal factors such as race, culture, individual background, and life circumstances. The therapeutic environment promotes structure, consistency, nourishment, personal empowerment, and opportunity for individuals to receive the most effective treatment.
Services are provided to patients at risk or in a crisis situation to address problem behaviors such as: aggression, self-injurious behavior, disruptive behaviors, distractibility, phobias, obsessive behaviors, and other behavioral issues that hinder a person’s ability to reach their full potential. In order to ensure the provision of services to persons with individualized needs, our program will serve adults, adolescents and children ranging in ages from preschool through elderly.
What We Do
People who use challenging behavior to get their needs met do so because they either lack more appropriate alternative skills or lack the motivation to use those skills in difficult situations.
So our approach is to identify the skills that are missing, teach those skills, and motivate them to use those skills in those situations when they are most needed.
We focus on serving people where they are (either in-person or through telehealth) rather than having them come into a clinic or office.
We can serve anybody who fits the explanation above regardless of age, race, gender, gender preference, sexual preference, diagnosis, or disability, as long as they also meet the criteria below.
Additionally, we do specialize in serving children on the autism spectrum who need long-term skills training (what most people think of as ABA).
Per Funding Source
We can serve people on these AHCCCS Health Plans:
We can serve people on some of the private BCBS plans
We can serve many people through private pay (families, schools, other providers)
Per Location
We focus primarily in Northern Arizona in the following counties: Coconino, Yavapai, Mohave, Navajo, Apache. However, if there is a need for our services in other parts of the state we will consider those requests on an individual basis.
If the person is far away, or if the spread of disease is high we will try to provide as much service through telehealth, if possible and helpful.
Individualized Assessment
We use interviews, observations and/or making direct changes in the setting, to assess the person’s strengths, and their skill deficits or challenging behaviors that interfere with their ability to be successful in those difficult situations (e.g., at home during meal times, at school following instructions, or in the community in crowded places).
We also learn why challenging behaviors persist so we can use that information to motivate acceptable and healthy alternative behaviors. We can do some of this remotely, but may have to be on-site some of the time.
Individualized Intervention
Once we know the person’s triggers, skills, preferences and reinforcers, we create an individual plan to teach and motivate skills that will help them succeed in the situations previously identified as priorities.
At the same time we must teach the people who support the individual (e.g., parents, teachers, direct support providers) how to carry out the plans so they can be successful even after we discharge. Our behavior consultation services are only temporary and require the assistance of those that support the person.
Active Involvement of those who support the individual
Because we provide services in the settings where they are most needed, some people mistakenly think we can serve as classroom assistants, direct support professionals, or babysitters. This is not the case. The role of our clinicians is to learn what works for each individual, to teach new skills, to reduce challenging behavior… and then to pass that along to those who naturally support that person (e.g., parents, teachers, direct support providers).
So when we are working with the individual we need the natural support persons present and engaged.
An exception to this is when we are teaching new skills to an older teen or adult who does not have a support person to carry out a behavior plan, but is motivated to do so on their own.
