LISA ChatGPT

Well-being and mental health are fundamental components of children's development and their educational success. Yet, more than one in four children face challenges such as neurodevelopmental and learning disorders (like Specific Learning Disorder, Autism Spectrum Disorder, Attention deficit hyperactivity disorder, etc.), mood disorders (like anxiety, depression), or emotional and behavioral disorders.

In the absence of detection and intervention, these challenges often lead to severe consequences for the child and those around them: lack of interest, dropping out, bullying, violence, suicidal actions...

The LISA research-action program provides educational stakeholders with tools to identify, understand, and collaborate, to support each child, both in and outside of school, based on their strengths and needs. Co-constructed by teachers, families, researchers, clinicians, and other educational actors, LISA develops a community, a training program, and a digital platform.

LISA is originally developed and prototyped in France, initiated by iféa, a network of innovative schools, and the Learning Planet Institute. LISA is developed Under the supervision of its scientific committee, including Ariel B. Lindner, Bennett L. Leventhal, Richard Delorme, Bruno Falissard, Caroline Huron, Yasser Kazhaal, and others; a dedicated team including Anirudh Krishnakumar, Naima Page, Kseniia Konischeva, Arno Klein, and others; and key partner institutions including the Child Mind Institute, INSERM U1284, CléPsy, and the Robert Debré Hospital in Paris.

The project has received support from the French government to be deployed in 200 schools within the Académie de Créteil, Académie de Paris, Académie de Versaille, and the Mission laïque française.

LISA aims to provide stakeholders in the education of children and adolescents with evidence-based, actionable, and accessible training and guidance in the process of identifying and supporting their unique strengths and needs. As part of this effort, LISA is building a database of resources, Lisapedia.

While all Lisapedia content will be carefully written, reviewed, and validate by a scientific and editorial committee, this page represents a technological proof of concept of combining structured knowledge from field experts with generative AI to draft content, which can then be reviewed and edited by experts.

THIS CONTENT IS DISPLAYED HERE FOR DEMONSTRATION PURPOSES ONLY. IT IS NOT INTENDED TO BE USED AS A REFERENCE. SOME CONTENT MAY BE IRRELEVANT, OR EVEN OUTRIGHT FALSE. IF YOU SUSPECT A MEDICAL CONDITION, IMMEDIATLY REFER TO A TRAINED PROFESSIONAL.

I want to help my children/student in the following, more specific area:Help

Expressive Language - communicating with speech and gestures
Expressive Language includes words and sounds, powerfully augmented by non-verbal communication, including gestures, body posture, facial expression etc. There are many subtle elements that enhance the breadth, depth and nuance of expressive language. These include rate, rhythm, volume, prosody, and tone of speech, as well as vocabulary and word choice. Effective expressive communication requires the flexible, skillful combination of gestures and spoken words. It takes considerable effort to communicate functionally, yet remarkably, even from early life, typically developing individuals are able to express to others their ideas, feelings, wants, and needs. These skills grow in complexity over the course of the lifespan, however, there is considerable variability amongst individuals that depends on biological make-up, cognitive ability, environmental factors, and cultural/social experiences.
Receptive Language - recognizing and understanding words and gestures as communication
Receptive language is the capacity to comprehend verbal and non-verbal messages provided by others in the environment. It requires the ability to appreciate the nuances of communication (e.g., gesture, body posture, rhythm, volume, vocabulary, prosody, tone, etc.); each of these elements enhance the effectiveness and comprehension of communicative intent. In order to receive communication, the individual must attend to the critical elements of language, as well as the ability to focus on and interpret communication directed specifically at the individual, as well as more broadly with the environment. These skills grow in complexity over the course of the lifespan, however, there is considerable variability amongst individuals that depends on their biological make-up, cognitive ability, culture, and social experience.
Speech Quantity - speaking with an appropriate number of words for communication
Language is the full spectrum of communicative behaviors. It includes words, gestures, body posture, facial expression, and a myriad of other behaviors that have communicative intent. This item refers ONLY to spoken language - speech. There is enormous variation in speech quantity that is partly dependent on context ("Is this a time to be quiet or a time to offer to speak up?") and also depends on the capability of the individual to speak about specific content ("Does the individual know anything about the present topic?" "Are they lacking confidence with respect to that content?") Or, does the individual have the physical ability to produce speech at all. Thus, the quantity of speech may typically vary depending on context and content, however, individuals with problems related to speech quantity have difficulty regulating the amount of speaking in appropriate response to the context or content.
Speech Quality - speaking understandably
Speech is the production of sounds that are most often formed into words which can be linked to form sentences, paragraphs, descriptions, requests, stories, and much more. Using variations in rate, tone, rhythm, volume, clarity, word/sound selection, coordination with non-verbal communication, and other elements of sound production enhance the understandability of the intended communication. Flexible and adaptable speech offers greater possibility that the intended message will be received and properly interpreted by the listener.

In this area, my children/student displays the following behavior:Help

Does not use words or gestures
Words and gestures are rarely, if ever, used to express preferences or needs. Gestures made with the assistance of others may indicate communicative intent, but are inconsistent. Forced or spontaneous utterances may be present, but are of limited utility due to lack of consistency and use of conventional communication tools such as words or identifiable gestures.
Uses words and gestures to effectively communicate
Effective expressive communication includes the use of an age-appropriate vocabulary coordinated with visual regard and appropriate gestures (facial expression, body posture, hand movement). Typical speech is characterized by appropriate variability in rate, volume, and rhythm, as well as pragmatics, all consistent with the context in which communication is taking place.
Uses words and gestures but communicates ineffectively
The lack of coordination of utterances and gestures, along with poor articulation, grammar, and inconsistent rhythm makes expressive language difficult to comprehend and ineffective. Even in the presence of a large vocabulary, expressive language is impaired by the use of words in the wrong context, idiosyncratic variations in vocal pitch (e.g., robotic speech), and rhythm (e.g., stuttering).

I am:

This is the generated guide:

View prompt

I am a 2nd grade teacher. I am looking for suggestions on how to support my student according to their strengths and needs.

You are a child and adolescent psychiatrist. Your role is to provide guidance to a 2nd grade teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Expressive Language - communicating with speech and gestures: Expressive Language includes words and sounds, powerfully augmented by non-verbal communication, including gestures, body posture, facial expression etc. There are many subtle elements that enhance the breadth, depth and nuance of expressive language. These include rate, rhythm, volume, prosody, and tone of speech, as well as vocabulary and word choice. Effective expressive communication requires the flexible, skillful combination of gestures and spoken words. It takes considerable effort to communicate functionally, yet remarkably, even from early life, typically developing individuals are able to express to others their ideas, feelings, wants, and needs. These skills grow in complexity over the course of the lifespan, however, there is considerable variability amongst individuals that depends on biological make-up, cognitive ability, environmental factors, and cultural/social experiences.

His/her profile is as follows:

Uses words and gestures to effectively communicate: Effective expressive communication includes the use of an age-appropriate vocabulary coordinated with visual regard and appropriate gestures (facial expression, body posture, hand movement). Typical speech is characterized by appropriate variability in rate, volume, and rhythm, as well as pragmatics, all consistent with the context in which communication is taking place.

Create a guide that I can use and share to best support my student.

The guide MUST have the following structure:

1. Overview of the challenges associated with this profile

Present this section as a markdown table with 2 columns:
- Challenges,
- How they manifest.

2. Efficient, evidence-based strategies to support this student

In this section, include 3 to 5 strategies. Each strategy must have:
- A title,
- A brief description and why it is efficient,
- Specific implementation steps,
- Parameters to monitor and adjust.

Present this information in a markdown table with 4 columns.

Each strategy must be sustainable and easy to implement in the classroom, and lead to this student nurturing his strengths and building resilience.

3. Do and don'ts

List common mistakes to avoid and best practices to follow when supporting this student.

Present this information in a markdown table with 2 columns.

4. Further reading and research

List resources that can help me learn more about this profile, as well as a choice of keywords to use in my own research.

Be concise and use simple language. Prefer using bullet points and/or markdown tables instead of long text paragraphs.

Overview of the challenges associated with this profile

Challenges	How they manifest
Difficulty understanding social cues	Student may struggle to interpret body language, tone of voice, and facial expressions of peers. This can make social interactions challenging.
Difficulty with turn-taking in conversations	Student may dominate conversations or struggle to know when it's their turn to speak.
Small delays in communication	Small delays in language development can lead to difficulties fully understanding or participating in classroom activities.

Efficient, evidence-based strategies to support this student

Title	Description & Efficiency	Implementation steps	Parameters to monitor & adjust
Avoiding language complexity	Stick to short, simple sentences and commands. This can help the student comprehend and follow instructions with ease	Break down complex instructions into smaller, manageable parts and give each instructions one at a time	Adjust the complexity of language according to student’s progress
Visual Schedules	Use visual schedules to help the child predict and prepare for daily activities. Improving their organization skills.	Regularly update the visual schedule, take time to explain new activities and sessions.	Monitor the student's ability to follow the schedule independently, adjust based on the student's familiarity with routines
Real-World Language Lessons	Incorporate activities into the student’s daily routine (like conversation during playtime or lunch break) to reinforce language skills in a natural setting	Facilitate conversations during these activities, asking open-ended questions.	Monitor the student's comfort level and their use of language in these natural settings. If they are uncomfortable, switch to more structured settings
Use of Assistive Technology	Therapeutic use of recordings/ iPad speech apps, etc which helps to facilitate and enhance language skills	Introduce gradual use of assistive apps with simple commands and gradually increase its complexity	Monitor student’s adaptation and ease with technology, modify according to improvement in receptive language skills

Do and don'ts

Do's	Don'ts
Speak clearly, simple and precise.	Don't ignore non-verbal cues. They may play critical role in student's communication
Provide ample time for the student to understand and respond	Don't rush, overwhelm or scream if a student fails to understand
Maintain eye-level communication to assert presence and respect	Don't dismiss the student's attempts to communicate

Further reading and research

Resources:

"Language and Communication Skills in Children with Autism" by Catherine Lord and Michael McCauley
"The Scerts Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders" by Barry Prizant
American Speech-Language-Hearing Association (www.asha.org)

Keywords for further research:

Autism
Expressive language
Language intervention strategies
Assistive technology for language development
Visual schedules.