Tiktok Instagram Facebook-f Linkedin
Book Appointment

Table of Contents

AI Support Child Behaviour

Can AI Support My Child’s Behaviour? How Parents Can Use AI as a Calm Coaching Tool

At Rocky Mountain Psychological Services (RMPS) in Calgary, parents frequently ask how technology, and more recently artificial intelligence (AI), fits into healthy child development. Many families are understandably cautious. Screens are often associated with attention difficulties, emotional dysregulation, and behavioural struggles. At the same time, research and clinical experience suggest that technology itself is not inherently harmful, it is how and why it is used that matters most.

This raises an important question:
Can AI support my child’s behaviour in a healthy, developmentally appropriate way?

From an RMPS perspective, AI can be helpful when it is used as a calm coaching tool, one that supports emotional regulation, executive functioning, and problem-solving, rather than as a way to control behaviour or replace human connection. In this blog, we explore what research tells us, how parents can use AI intentionally, and where its limits are.

Understanding Child Behaviour: A Psychological Foundation

Before considering AI, it is essential to understand behaviour itself. At RMPS, we view behaviour as communication, not defiance. Children’s behaviour reflects their capacity to regulate emotions, manage stress, and respond to environmental demands.

Research in developmental psychology consistently shows that behavioural challenges are most often linked to:

  • Emotional regulation difficulties
  • Executive functioning skill gaps
  • Cognitive overload or stress
  • Developmental immaturity

When children lack the skills to cope, behaviour becomes the outlet (Eisenberg et al., 2010). Any tool that supports behaviour effectively must therefore help build skills and reduce nervous system overload, not simply enforce compliance.

Technology, AI, and Child Development: What the Research Says

Research does not support a blanket “technology is bad” conclusion. Instead, studies emphasize context, content, and adult involvement as the key factors influencing outcomes.

A large Canadian review published in the Canadian Journal of Psychiatry highlights that technology can support child development when used intentionally, with adult guidance and clear boundaries (Waddell et al., 2014). Similarly, research by Radesky et al. (2020) shows that digital tools can either support or disrupt self-regulation depending on how caregivers integrate them into daily routines.

From a clinical perspective at RMPS, AI fits into this framework as a supportive scaffold, useful when guided by parents and aligned with a child’s developmental needs.

What Parents Usually Mean by “AI Support”

In everyday parenting, AI support often includes:

  • Chat-based tools that help parents generate calm responses
  • Apps that guide emotional regulation or mindfulness
  • Tools that help children label emotions or problem-solve
  • Digital planners or visual schedules
  • Writing and organization supports for learning

These tools function much like visual aids or checklists. Research on executive functioning supports shows that external scaffolds reduce cognitive load and improve task completion, especially for children with ADHD or learning differences (Diamond, 2013).

AI as a Calm Coaching Tool

1. Supporting Parental Self-Regulation First

Research consistently shows that children co-regulate with adults. When parents are calm and responsive, children are more likely to regulate successfully (Murray et al., 2016). In moments of stress, however, this is difficult.

AI can help parents pause and reflect before reacting.

Example AI prompt for parents:

“My child is having a meltdown over homework. Help me respond calmly and support emotional regulation.”

This aligns with evidence-based parenting models that emphasize co-regulation before behaviour correction (Gottman & DeClaire, 1997).

2. Building Emotional Literacy in Children

Emotional literacy, the ability to identify and name emotions, is a critical predictor of behavioural regulation. Children who can label emotions show fewer behavioural outbursts and better coping skills (Denham et al., 2012).

AI tools can support this learning by:

  • Explaining emotions in child-friendly language
  • Suggesting coping strategies
  • Prompting reflection

Example AI prompt for parents to use with children:

“Explain frustration to a 6-year-old and suggest two calm ways to cope.”

At RMPS, we emphasize that AI should reinforce emotional learning, not replace parent–child conversations.

3. Coaching Executive Functioning Skills

Executive functioning challenges are common in children with ADHD, anxiety, and learning differences. Research shows that skills such as planning, task initiation, and working memory develop gradually into early adulthood (Best & Miller, 2010).

AI can support executive functioning by:

  • Breaking tasks into smaller steps
  • Creating visual schedules
  • Supporting time management

Example AI prompt:

“Create a simple after-school routine for a child who gets overwhelmed by homework.”

These tools act as temporary scaffolds, supporting skill development rather than dependency.

4. Reducing Power Struggles and Escalation

Behavioural research highlights that predictability and structure reduce anxiety and oppositional behaviour (Kazdin, 2005). AI-generated routines or checklists can provide consistent structure without repeated verbal reminders.

This can reduce emotional escalation and help families shift from power struggles to collaboration.

AI and Neurodivergent Children

Parents often ask whether AI tools are appropriate for neurodivergent children.

ADHD

Research shows that external supports improve task initiation and follow-through in children with ADHD (Barkley, 2012). AI tools can support reminders, task breakdown, and emotional regulation, but should be used selectively to avoid overload.

Anxiety

AI may help children identify worries and generate coping statements. However, studies caution that reassurance-seeking behaviours can increase anxiety if not guided appropriately (Rapee et al., 2009).

Learning Differences

AI can support organization and written expression, but should align with assessment-informed learning profiles to reduce cognitive demand.

At RMPS, we strongly recommend grounding AI use in psychological or psychoeducational assessment findings when concerns are ongoing.

What AI Cannot Replace

Despite its potential benefits, AI has clear limitations. It cannot replace:

  • Human connection and empathy
  • Emotional attunement
  • Psychological assessment
  • Counselling or therapy

Research consistently shows that secure relationships and responsive caregiving are the strongest predictors of emotional regulation and behavioural resilience (Shonkoff & Phillips, 2000). AI should support, but not replace these foundations.

Responsible Use: Guidelines for Parents

From an RMPS perspective, AI supports behaviour best when parents:

  1. Use AI to support reflection, not control
  2. Keep AI use transparent with children
  3. Focus on skill-building, not compliance
  4. Balance screen use with real interaction
  5. Monitor emotional impact and adjust accordingly

When Behaviour Signals the Need for Professional Support

AI may help with everyday challenges, but persistent behavioural difficulties often indicate deeper needs. Research shows that early assessment and intervention significantly improve long-term outcomes (Waddell et al., 2005).

While AI tools and at-home strategies can be helpful for everyday challenges, some behavioural concerns signal the need for professional support. If a child’s behaviour is persistent, escalating, or interfering with daily functioning, it may reflect underlying emotional, learning, or developmental needs that require deeper understanding.

Parents may want to seek professional guidance if their child experiences frequent emotional outbursts, ongoing anxiety or withdrawal, significant changes in mood or behaviour, or increasing difficulties at school or with peers. Behaviour that leads to distress for the child or family, despite consistent efforts to support it, often benefits from psychological assessment or counselling.

At RMPS, professional support focuses on understanding why behaviour is occurring, not just managing what it looks like. Through assessment and counselling, families gain clarity, evidence-based recommendations, and support that goes beyond what technology alone can provide.

How RMPS Supports Families Beyond Technology

At Rocky Mountain Psychological Services, we help families understand the underlying factors driving behaviour. Our services include:

We view AI as a potential adjunct, most effective when embedded within evidence-based, individualized care.

A Balanced Perspective on AI and Behaviour

AI is neither a cure nor a risk in itself. Research and clinical experience suggest it can:

  • Support parental regulation
  • Reinforce emotional literacy
  • Scaffold executive functioning skills

When misused, it can increase overstimulation or avoidance. The difference lies in intentional, guided use.

Final Thoughts from RMPS

Behavioral challenges are complex and deeply human. No technology can replace empathy, connection, and professional support when needed. However, when used as a calm coaching tool, AI can support parents in helping children build emotional regulation, confidence, and resilience.

At Rocky Mountain Psychological Services, we encourage families to approach AI thoughtfully, guided by developmental science, evidence-based practice, and compassion. If you are unsure how technology fits into your child’s behavioural needs, our Calgary-based team is here to help.

References

Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.

Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660.

Denham, S. A., et al. (2012). Emotional competence and early school success. Early Education and Development, 23(1), 1–27.

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

Eisenberg, N., et al. (2010). Emotion-related self-regulation and its relation to children’s maladjustment. Annual Review of Clinical Psychology, 6, 495–525.

Gottman, J., & DeClaire, J. (1997). The heart of parenting. Simon & Schuster.

Kazdin, A. E. (2005). Parent management training. Oxford University Press.

Murray, L., et al. (2016). Parent–child interaction and self-regulation. Developmental Review, 39, 1–27.

Radesky, J. S., et al. (2020). Digital media and child development. Pediatrics, 145(1).

Rapee, R. M., et al. (2009). Anxiety disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 50(1–2), 1–13.

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods. National Academy Press.

Waddell, C., McEwan, K., Shepherd, C. A., Offord, D. R., & Hua, J. M. (2005). A public health strategy to improve the mental health of Canadian children. Canadian Journal of Psychiatry, 50(4), 226–233.

Waddell, C., et al. (2014). Child mental health and technology. Canadian Journal of Psychiatry, 59(6), 324–330.

Book Appointment

MacKenzie Ebel

MacKenzie is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Arts in Psychology at Princeton University, where she also played 4 years for the women’s ice hockey team. She recently completed her Masters in Counselling Psychology through City University of Seattle. MacKenzie has worked with children, youth, and their families in a number of settings, through coaching, as a behavioural aid, and counselling through her internship placement. She is excited to continue learning about assessment administration, neurofeedback, and play therapy practices at RMPS! Currently, she is part of the assessment and neurotherapy team, as she completes her final capstone assignment and intends to join our counselling team as a Registered Provisional Psychologist.

Tammy Thomson

Tammy is a graduate of the Master of Arts in Counselling Psychology (MACP) program at Yorkville University and is trained at the master’s level in art therapy as a professional art psychotherapist and member of the Canadian Art Therapy Association. She brings more than 20 years of experience working with children, teens, and families in child development settings, children’s hospitals, and schools as an early childhood educator and elementary teacher. She completed a Bachelor of Applied Science specializing in Child Development Studies at the University of Guelph, Ontario and holds a Graduate Diploma of Teaching and Learning from the University of Canterbury in Christchurch, New Zealand. Tammy is a member of the Canadian Counsellor and Psychotherapy Association and College of Alberta Psychologists while pursuing her next goal of registration as a provisional psychologist. Tammy values a client-centered approach using play therapy and the expressive arts to support those who may find it difficult to articulate their thoughts and feelings with words. Children and families do not need any skill or prior art experience and the art studio is a safe place where children can gain a sense of independence, greater emotional regulation, and confidence through self-exploration. Expressive interventions in art therapy can treat behavioural issues, anxiety, depression, ADHD, autism, learning disabilities, physical and developmental disabilities, and attachment difficulties. As a parent of three young children herself, Tammy understands the complexities of family life using compassion to help parents feel more confident in their role of raising a successful family.

Raquel Freitas

Raquel is an Office Administrator at RMPS. Back in Brazil, her home country, she graduated as a Psychologist and worked as a clinician for the past 5 years. Although she loved working with children and adults, she discovered a new passion: manage the administrative tasks that keep the business running. 

As someone who is passionate about learning new things and developing new skills, with the career transition also came the decision to live abroad and explore a new culture. To serve empathetically and connect with people is Raquel’s main personal and professional goal.

Emma Donnelly

Emma is a Registered Psychologist with the College of Alberta Psychologists. She completed her Bachelor of Arts in Psychology in her hometown at Brandon University, after which she moved to Calgary to earn her Master’s of Science in School and Applied Child Psychology at the University of Calgary. Emma has a passion for working with children and families and has experience doing so in a number of settings, including schools, homes, early intervention programs, and within the community. She specializes in assessment, including psychoeduational, social-emotional-behavioural, and autism assessment. Emma uses a client centred approach to counselling, supported by cognitive behavioural therapy, as well as play-based and attachment-based techniques. She believes in meeting clients where they are at and prides herself in working together with her clients to achieve their goals, improve their functioning, and enjoy their daily life.

Amanda Stoner

Amanda is a Registered Psychologist with the College of Alberta Psychologists. Amanda earned her doctoral degree in Psychology at Brock University in Ontario in 2017, with a specialization in developmental psychology. Amanda provides formal assessment services at RMPS. 

Since 2009, Amanda has received formal training and work experience in private practice settings in conducting psycho-educational assessments for students ranging from preschool through university. Amanda is skilled at test administration, interpretation of data, and report writing for various referral questions including ADHD, Learning Disorders, Autism Spectrum Disorder, Anxiety, Giftedness, and Intellectual Disabilities. Amanda enjoys working with people of all ages from diverse backgrounds, and she tries to make the testing environment feel relaxed and comfortable while maintaining integrity in testing protocol.

Denise Riewe

Denise has completed a Bachelor of Health Sciences through the University of Lethbridge and a Master of Counselling with Athabasca University. She is a Registered Provisional Psychologist with the College of Alberta Psychologists and a member of the Psychological Association of Alberta. Denise has over 9 years of experience supporting children, youth and their families in both residential and community-based practices. Denise is experienced in working with high and at-risk youth, supporting children and their families with strength-based approaches. She practices from a client-center approach supported by Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, Theraplay, and other play and art-based modalities.

John Pynn

John is a Registered Provisional Psychologist with the College of Alberta Psychologists. He completed his Master of Arts in Counselling Psychology at Yorkville University. He brings more than 20 years of experience working with children, teens, and families in a variety of settings. He brings a relaxed and collaborative atmosphere to sessions. John uses an integrated counselling approach including client-centred, Cognitive Behavioural Therapy (CBT), and Solution-Focussed therapy (SFT) to find the best-fit for clients. He has experience with a variety of mental health concerns including anxiety, depression, anger, self-
esteem, relationships, parenting, ADHD, grief/loss, addictions, and trauma. This broad experience comes from working in schools, social service agencies, group-care, and clinical settings. He also draws from the practical experience of being a parent to two teenagers as well as a husband. Supporting and empowering clients with mental health concerns is something John genuinely enjoys. John also provides counselling for adults and holds a Gottman level 1 certification for couples therapy.

Zara Crasto

Zara is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Science in Psychology at the University of Calgary and her Graduate Diploma in Psychological Assessment at Concordia University of Edmonton. 

Zara has spent over five years working alongside children, adolescents, and their families in a variety of settings. These include public and private schools, in-home support, residential programs, early-intervention programs, and non-profit organizations. Currently, Zara is part of the assessment and neurotherapy team. As a lifelong learner, Zara plans to go back to graduate school and eventually become a psychologist one day.

Kellie Lanktree

Kellie is a Registered Psychologist with the College of Alberta Psychologists. She completed a Bachelor of Child and Youth Care with the University of Victoria and a Master of Education in Counselling Psychology through the University of Lethbridge. Kellie has over 10 years experience supporting children and youth with developmental disorders/delays and their families. Kellie has experience working in schools, clinical settings, and within homes to provide support and therapeutic interventions. Through her time at RMPS, Kellie has also gained experience in helping individuals affected by trauma, grief/loss, separations, emotional dysregulation, depression, and anxiety. Kellie practices through developmental, attachment-based and trauma-informed lenses, and draws from a variety of play-based approaches such as Synergetic Play Therapy, Child-centered play therapy, DIR/Floortime, art-based mediums, and mindfulness-based practices. Kellie also provides Neurofeedback therapy, and is working on receiving her certification through BCIA. Kellie believes in meeting children and their families where they are at and that there is no “one size fits all” for therapy.