AI Use, Disclosure, and Training Across School-Based and Related Service Professionals in Ohio

Abstract

Objective:Artificial intelligence (AI) is increasingly used across healthcare and education professions, yet cross-professional evidence on adoption and governance practices remains limited. This study examined differences across allied health and related service professionals in AI use, disclosure practices, beliefs about informed consent, and training experiences.Methods:Participants were 1,350 allied health and related service professionals practicing in Ohio, including physical therapists, occupational therapists, speech-language pathologists, school psychologists, counselors, nurses, and assistant-level providers. The survey was adapted from prior school psychology AI studies and refined with multidisciplinary task force input. Analyses examined differences across professional roles in frequency of AI use, disclosure practices, informed consent beliefs, and type of AI training received. Missing data were addressed using multiple imputation.Results:AI use differed significantly across professional roles, with school psychologists, counselors, and speech-language pathologists reporting the highest levels of use, and occupational therapy assistants and physical therapy assistants reporting the lowest. Disclosure practices also varied significantly, with school psychologists and speech-language pathologists reporting greater disclosure than several other groups. Differences in informed consent practices were statistically significant but small, with school psychologists, counselors, and speech-language pathologists somewhat more likely to report obtaining consent, and assistants and nurses somewhat more likely to report not obtaining consent. Training disparities were pronounced: school psychologists, counselors, and speech-language pathologists were more likely to report formal AI training, whereas assistants were substantially more likely to report no AI training.Conclusions:AI adoption and governance-related practices vary meaningfully across school-based and related service professions. These differences suggest uneven preparedness for ethical and coordinated AI integration across professional roles. Findings underscore the need for clearer guidance, stronger training pathways, and greater attention to disclosure and consent practices as AI becomes more embedded in professional service delivery.

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