The Use of Artificial Intelligence in Early Intervention
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| Title: | The Use of Artificial Intelligence in Early Intervention |
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| Language: | English |
| Authors: | Manfred Pretis (ORCID |
| Source: | International Journal of Technology in Education and Science. 2026 10(2):264-274. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Artificial Intelligence, Technology Uses in Education, Early Intervention, Foreign Countries, Clinical Diagnosis, Autism Spectrum Disorders, Augmentative and Alternative Communication, Information Management, Knowledge Level, Computer Use |
| Geographic Terms: | Germany, Austria, Switzerland, Turkey |
| ISSN: | 2651-5369 |
| Abstract: | The use of Artificial Intelligence (AI) is steadily increasing. This paper explores the extent to which AI is currently utilized in Early Childhood Intervention (ECI) services. Data were collected through an online survey conducted in German-speaking countries (Germany, Austria, Switzerland) and Turkey (n = 123). Results indicate that up to 50% of professionals in ECI services already use AI, predominantly ChatGPT. AI use is associated with younger age and professional background. Home visitors report less frequent use compared to professionals working in kindergarten settings. Non-users primarily cite a lack of information and general skepticism toward AI tools. Among users, AI is applied in methodological research, translation processes, and, to some extent, in planning interventions. Time efficiency is perceived as the main advantage of AI use; however, concerns remain regarding the validity of information and data protection. Overall, there is a clear demand for more training and well-defined guidelines concerning the handling of personal data when using AI in professional practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506261 |
| Database: | ERIC |
| Abstract: | The use of Artificial Intelligence (AI) is steadily increasing. This paper explores the extent to which AI is currently utilized in Early Childhood Intervention (ECI) services. Data were collected through an online survey conducted in German-speaking countries (Germany, Austria, Switzerland) and Turkey (n = 123). Results indicate that up to 50% of professionals in ECI services already use AI, predominantly ChatGPT. AI use is associated with younger age and professional background. Home visitors report less frequent use compared to professionals working in kindergarten settings. Non-users primarily cite a lack of information and general skepticism toward AI tools. Among users, AI is applied in methodological research, translation processes, and, to some extent, in planning interventions. Time efficiency is perceived as the main advantage of AI use; however, concerns remain regarding the validity of information and data protection. Overall, there is a clear demand for more training and well-defined guidelines concerning the handling of personal data when using AI in professional practice. |
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| ISSN: | 2651-5369 |
