Vincent J. Carbone is a Board Certified Behavior Analyst-Doctorate and New York State Licensed Behavior Analyst.  He received his graduate training in Applied Behavior Analysis (ABA) at Drake University, Des Moines, Iowa, under the supervision of W. Scott Wood. He currently serves as an adjunct faculty member at Penn State University and has taught in the graduate programs in Behavior Analysis at the European Institute for the Study of Human Behavior, in Parma, Italy, and at the Medical School at the University of Salerno, Salerno, Italy.  His behavior analytic research has been published in several peer-reviewed journals including the Journal of the Experimental Analysis of Behavior, Journal of Applied Behavior Analysis and others.  He has provided the requisite university training to board certified behavior analysts in the U.S. and overseas.

He is the 2017 recipient of the “Jack Michael Outstanding Contributions in Verbal Behavior Award” from The Association for Behavior Analysis International’s Verbal Behavior Special Interest Group. Currently, he serves as the director of the Carbone Clinics in London, UK, and Dubai, UAE.  The Carbone Clinic is the 2022 recipient of the Society for the Advancement of Behavior Analysis award for “International Dissemination of Behavior Analysis”. He currently serves as a member of the B.F. Skinner Foundation board of directors.

Presentation at the ABA International Conference 2020.

Some Recent Research on Joint Control

This presentation will be held in English.


Children with autism do not easily acquire complex behavior. This is especially true when the responses require verbal mediation. For example, many children with autism experience difficulty when attempting to say when something is NOT something and to respond to questions about what is missing in a recently encountered arrangement of items. Two recent studies at the Carbone Clinic have focused on teaching children with autism these complex behaviors facilitated by the problem-solving repertoire of joint stimulus control. Both of these studies demonstrated that speaker behavior could be brought under the joint control of the failure to achieve joint control. A thorough conceptual analysis will first be presented and then descriptions of teaching methods derived from the analyses will be discussed. Video illustrations will be presented in support of the findings of these research papers.