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The Use of Artificial Intelligence in Early Intervention

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Title: The Use of Artificial Intelligence in Early Intervention
Language: English
Authors: Manfred Pretis (ORCID 0009-0003-6682-0669), Katerina Todorova (ORCID 0009-0002-1172-7494), Melek Er (ORCID 0000-0002-3609-4534)
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
FullText Text:
  Availability: 0
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  Data: The Use of Artificial Intelligence in Early Intervention
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  Data: <searchLink fieldCode="AR" term="%22Manfred+Pretis%22">Manfred Pretis</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-6682-0669">0009-0003-6682-0669</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katerina+Todorova%22">Katerina Todorova</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-1172-7494">0009-0002-1172-7494</externalLink>)<br /><searchLink fieldCode="AR" term="%22Melek+Er%22">Melek Er</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3609-4534">0000-0002-3609-4534</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+in+Education+and+Science%22"><i>International Journal of Technology in Education and Science</i></searchLink>. 2026 10(2):264-274.
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  Data: International Society for Technology, Education, and Science. e-mail: ijtesoffice@gmail.com; Web site: http://www.ijtes.net
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  Data: 11
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  Data: 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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      – Text: English
    PhysicalDescription:
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        PageCount: 11
        StartPage: 264
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      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Early Intervention
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Clinical Diagnosis
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      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Augmentative and Alternative Communication
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      – SubjectFull: Information Management
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Computer Use
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      – SubjectFull: Germany
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      – SubjectFull: Austria
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      – SubjectFull: Turkey
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      – TitleFull: The Use of Artificial Intelligence in Early Intervention
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              Y: 2026
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