Want to stay informed about the rapidly evolving intersection of AI and school psychology practice? Sign up for my weekly newsletter where I explore these emerging issues and their implications for our field.

In our evolving field, the integration of artificial intelligence (AI) is rapidly reshaping practices in school psychology. While AI holds great promise for enhancing efficiency and expanding access to psychological services in schools, it also raises significant considerations, particularly in training future school psychologists. I've discussed the ethical and practical challenges associated with AI use in previous posts—issues like bias, confidentiality, regulation, equity, and transparency—but today, I want to focus specifically on balancing foundational skill development with AI integration in training programs.

One of the critical aspects of becoming an effective school psychologist is mastering psychoeducational assessment, data analysis, and developing evidence-based interventions that are highly individualized and responsive to each student's specific needs. This includes not only conducting assessments, but also analyzing complex data patterns across multiple measures, interpreting test scores, and identifying meaningful trends that inform educational decisions. School psychologists must develop expertise in writing comprehensive psychoeducational reports, evaluation summaries, behavior intervention plans, and other essential educational documents that clearly communicate these data-based insights. Developing these analytical and communication skills takes years of practice, supervision, and reflection. While AI may assist in generating these various documents and supporting aspects of test administration and scoring, relying on AI during this formative training period could prevent the development of foundational skills in assessment, data analysis, interpretation, and clear professional communication.

Training programs now face a critical challenge: how to ensure trainees develop essential foundational skills while also preparing them for a future where AI tools will be commonplace. Goforth et al. at the University of Montana's Department of Psychology has taken a leadership role in this area by establishing a policy (Appendix B) for the ethical and responsible use of AI in psychological services. Their framework includes:

1. Emphasis on developing core professional competencies through direct practice rather than AI assistance, particularly in areas like assessment feedback, case conceptualization, and treatment planning

2. Guidelines against sole reliance on AI for clinical interpretation and decision-making, recognizing AI's limitations in scope, recency, and potential biases

3. Requirements for consultation with supervisors and transparent disclosure when AI tools are used to generate non-client-specific materials

These standards provide a thoughtful framework for balancing innovation with professional development. They acknowledge that while AI might offer certain efficiencies, the development of foundational clinical skills requires direct experience and cannot be shortcut through technology.

Consider the concept of the "human in the loop." In AI-integrated practice, a school psychologist is expected to act as an expert, evaluating, modifying, and contextualizing AI outputs for the benefit of the student. However, without adequate practice in generating these outputs independently, how can trainees confidently fulfill that role? Trainees who use AI as a shortcut before building the requisite professional skills might find themselves without the expertise needed to be that human expert.

School psychology training must continue to prioritize a careful balance of theory, practice, and self-reflection. By doing so programs can thoughtfully structure when and how AI tools are introduced while maintaining essential skill development. This includes:

• Ensuring strong foundational skills in assessment, data analysis, and report writing

• Teaching critical evaluation of AI-generated content

• Providing supervised practice in using AI as a supplementary tool within ethical guidelines

• Developing clear protocols for appropriate AI use in different professional contexts

Additionally, we need to have ongoing conversations about which skills are essential for school psychologists, acknowledging that while required skills may evolve, some core competencies in assessment, analysis, and communication remain fundamental to our practice. This is especially true for school psychologists who must navigate an educational environment that is constantly changing.

We want our future practitioners to be more than operators of sophisticated tools; we want them to be experts who understand the complexities of student development and learning, who can think critically, and who can adapt when technology inevitably fails or falls short. The goal is to develop school psychologists who are both grounded in foundational skills and competent in leveraging new technologies to enhance their practice—all while maintaining the highest ethical standards.

By following clear frameworks training programs can ensure that technology enhances rather than diminishes the development of crucial professional competencies. Let's work toward a future where school psychologists are both skilled practitioners and savvy technology users, maintaining our professional standards while embracing beneficial innovations in our field.

Stay connected with the latest developments in AI and school psychology! Sign up for my weekly newsletter where I dive deep into these important issues, provide practical guidance, and explore how we can thoughtfully integrate AI while maintaining the highest standards of practice in school psychology. Join our community of forward-thinking school psychology professionals as we navigate this transformative period in our field.