The experience of using AI-generated social stories as a behavioral intervention tool for children

As artificial intelligence becomes increasingly integrated into educational and therapeutic settings, understanding professional user experience with AI-generated interventions is crucial for successful implementation. This study examines how education and therapy professionals experience using social stories created by AI versus human experts for children with special needs. Using a 2×2 experimental design, 227 female professionals in Israel evaluated social stories designed to either promote positive behaviors or reduce challenging behaviors, with authorship randomly attributed to either AI (Claude) or a human speech therapist. All stories were actually AI-generated, allowing isolated examination of authorship perception effects. Results revealed no main effects for creator type or story purpose, but significant Creator × Purpose interactions emerged for understanding, feasibility, and overall user experience. AI-generated stories were rated more favorably for behavior promotion interventions, while human-authored stories were preferred for behavior reduction interventions. User experience ratings remained stable across conditions, suggesting fundamental legitimacy of both approaches. Professionals working with younger children reported significantly better user experience compared to those working with adolescents, while professional experience and field showed no influence on user experience evaluations. These findings challenge assumptions about AI resistance in sensitive professional contexts and reveal the importance of strategic alignment between intervention purpose and perceived creator expertise. The results provide evidence-based guidance for integrating AI tools in special education, suggesting that AI may be particularly valuable for promoting positive behaviors while human expertise remains preferred for addressing complex behavioral challenges.