From Sandboxes to Simulations: Dr. Adam B. Lockwood on AI-Driven School Psychology Training
How low-stakes practice, interactive games, and ethical frameworks are reshaping the next generation of school psychologists
Adam B. Lockwood teaches graduate courses in school psychology at Kent State University, including internship seminar. In this interview, Lockwood discusses how AI is being used in School Psychology Internship.
Source note: This is an edited interview adapted from a narrated video submitted to OpenAI. Watch the associated video in OpenAI Academy.
Intro
What does it take to prepare graduate students for the real-world complexities of school psychology? For Dr. Adam B. Lockwood, Associate Professor at Kent State University, the answer is a blend of hands-on practice, ethical rigor, and creative use of AI. With a background as both a practitioner and educator, Dr. Lockwood has become an active voice in the responsible integration of AI into school psychology training—making learning more engaging, practical, and safe. In this interview, he shares how AI-generated data, interactive tools, and games are transforming the field, and why transparency and ethics are at the heart of his approach.
The Interview
Q: Dr. Lockwood, you describe yourself more as a trainer than a traditional professor. How does that shape your approach to preparing school psychologists?
Lockwood: My students are on the cusp of becoming practicing school psychologists, so I focus on applied, hands-on activities. The internship year is where theory meets reality, and I want them to have as many opportunities as possible to practice in a safe, low-stakes environment before working with real students. That’s where technology—and especially AI—has become transformative.
Q: What was your first step in bringing AI into your training?
Lockwood: One of the earliest things I did was generate mock student data using ChatGPT. Traditionally, students would practice writing reports or interventions using real cases, which is high stakes—mistakes can have real consequences. By creating virtual practice scenarios, students can hone their skills, get feedback, and build confidence without risk. I make all these resources freely available on OSF (Open Science Framework) to support transparency and sharing.
Q: What impact have you seen from these AI-generated practice opportunities?
Lockwood: The difference is clear: students gain confidence, work more efficiently, and their skills become more polished. In fact, I conducted a study with about 250 licensed psychologists comparing reports written by humans and by ChatGPT. Surprisingly, there was no significant difference in preference—despite using a single, non-iterative AI prompt. It shows the huge potential for AI to support both learning and administrative tasks in psychology.
Q: Beyond data sandboxes, you’ve created interactive games for your students. Can you share an example?
Lockwood: Absolutely. I developed a game inspired by the old Oregon Trail, but tailored for school psychology. Using ChatGPT, I brainstormed scenarios that mimic real-world challenges practitioners face—like tricky interpersonal dynamics or ethical dilemmas. I coded the game with HTML, CSS, and JavaScript. The game gives students a playful but realistic way to experience consequences of their choices, something lectures alone can’t provide.
Q: How do you use AI to support more traditional, didactic courses?
Lockwood: When I teach behavior assessment, for example, I use AI to generate matching games and interactive activities. ChatGPT helps me brainstorm scenarios and language, and then I use other tools for coding. These games provide instant feedback—so students learn actively rather than just passively listening or waiting for grades. Three years ago, this would have taken me days or weeks. Now, I can build an engaging activity in half an hour.
Q: Ethics and governance are big themes in your work. How do you help students and practitioners navigate the risks of using AI tools?
Lockwood: Choosing the right AI tools is critical—especially when handling sensitive student or patient data. I’ve built interactive checklists and logic tools, based on APA guidelines, to walk users through the decision-making process. These tools, developed with ChatGPT and others, give real-time feedback and help ensure compliance with ethical standards. It’s a way to make complex, high-stakes decisions more accessible and transparent.
Q: What’s the feedback been like from your students and colleagues?
Lockwood: Overwhelmingly positive. Students appreciate the instant feedback and interactive nature of the activities. Practitioners find the tools practical and time-saving. The biggest shift is moving from traditional assignments—papers and delayed feedback—to dynamic, engaging practice that’s both fun and deeply educational.
What Stands Out
Core idea: AI-generated mock data and interactive games provide low-stakes, hands-on practice for school psychology students.
Classroom design: The integration of AI tools enables rapid creation of engaging, feedback-rich activities that replace traditional assignments.
Student impact: Students gain confidence, work more efficiently, and develop polished skills through safe, realistic simulations.
Transferable lesson: Combining ethical frameworks with AI-driven tools supports transparent, practical training adaptable across disciplines.
Bio
Dr. Adam B. Lockwood Adam B. Lockwood, Ph.D., NCSP, is an Associate Professor of School Psychology at Kent State University. His work focuses on responsible AI use in psychology and education, including AI-assisted psychological report writing, AI governance and ethics, and AI-supported research workflows. He chairs the National Register of Health Service Psychologists’ AI and Emerging Technologies Committee and has served on AI task forces for the National Association of School Psychologists and the Ohio School Health Services Association. His AI-focused scholarship has been recognized by Contemporary School Psychology, which named his article on GPT-4 and school psychology writing its 2025 Article of the Year.
How i get this
This is fascinating, my concern is not AI itself, but the possibility of people gradually outsourcing their own thinking to AI. How do we ensure AI enhances clinical reasoning rather than replacing it?