Abstract
ChatGPT, a text-generative artificial intelligence (AI) produced by OpenAI, has been fully released to the public since November 2022.
Since its release, it can be seen across many domains and disciplines. The text-generative aspects of ChatGPT pose an overwhelming
degree of potential in education and particularly with reading assessment and intervention. With the rise of ChatGPT and the use of AI
within education, the question of how to adequately apply and train others in the use of this innovative technology has become an urgent
dilemma. Behavioral skills training (BST) is a systematic, evidence-based method for teaching skill acquisition across both individuals
and groups. The goal of BST is for learners to take what is being taught and apply it within and outside of the training sessions. BST is
not limited to certain types of skills and has been widely used across a variety of di!erent disciplines and skills, and formats, including
those that are asynchronous and virtual. Asynchronous, virtual BST serves as a viable option for teaching educators, researchers, and
practitioners on how to harness ChatGPT for e"cient academic interventions. Therefore, the purpose of this study was to implement a
virtual, asynchronous BST intervention to teach school psychology graduate students on using ChatGPT to create grade-level appropriate
reading passages using a single subject multiple baseline design across participants. Results show that asynchronous, virtual BST was
e!ective in training school psychology graduate students to create reading passages with ChatGPT.
