Welcome to the Carbone Clinic


For over a decade The Carbone Clinic has provided center based behavior analytic services to children with autism at our Valley Cottage, NY, location. As of June 13, 2014, we will be ending this component of our service delivery model. This decision is based mainly on our desire to spend more time with family at this time in our lives and to focus our efforts on our OutReach and Consultation Services. That means The Carbone Clinic will continue to provide services to persons with autism and related disabilities in the New York metropolitan area and throughout the US and overseas through our long-standing OutReach and Consultation services divisions. We will continue to serve children in schools and agencies through collaboration with school districts and treatment providers. In addition, we will continue to welcome children, their families and instructional teams to our new clinic location for 1-3 day assessments and consultation. Our new office in Stony Point in Rockland County, NY, just a few miles from our current location, has sufficient space to allow us to continue to conduct the types of trainings and workshops that we have provided for many years at our site in Valley Cottage. All of these services will be managed by two experienced and long term Carbone Clinic professionals. Dr. Emily Sweeney-Kerwin, BCBA-D, and Gina Tirri, M.Ed., BCBA, will provide supervision and leadership to our team of experienced Carbone Clinic behavior analysts. I will continue to be directly involved in managing the overall operation and monitoring the delivery of services.

We also want to take this opportunity to thank you for your interest in our services and for trusting us to provide services to your children, teachers, therapists and agencies. We look forward to continuing our collaboration in the interest of persons with autism and related disabilities.

Vincent J. Carbone, Ed.D., BCBA-D

Our mission is to provide evidence-based behavior analytic services to learners with autism and other developmental disabilities through direct services and training of family members and educators. We accomplish this by insuring that the learner’s progress occurs through the arrangement of teaching environments which are mostly positive and arranged to ultimately allow the learner to continue to develop language and other skills in typical community and family settings.

1. Every learner has the potential to develop skills beyond their current level and should be free of behaviors and activities that cause injury, pain, or limit opportunities for full community involvement.

2. Communication skills and other skills that lead to rewarding personal relationships, well being, vocational productivity, and self-determined daily activities should be targeted.

3. Reliance on the evidenced-based literature of the science of applied behavior analysis and its underlying assumptions will lead to the best possible learner outcomes.

4. Functional communication is the foundation that supports the development of skills in all areas and therefore B.F. Skinner’s analysis of verbal behavior and the supporting empirical work informs our treatment and instructional recommendations.

5. Reliable data which are gathered and analyzed on a schedule sufficient to make informed decisions is necessary to achieve the best outcomes for our learners.