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 parent. I am looking for suggestions on how to support my child according to their strengths and needs.

You are a child and adolescent psychiatrist. Your role is to provide guidance to a parent on how to support child according to their strengths and needs.

My child 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 child.

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 child

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 at home, and lead to this child nurturing his strengths and building resilience.

3. Do and don'ts

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

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
Misunderstanding non-verbal cues	Children with expressive language strength may still miss out or misinterpret non-verbal cues as they focus on verbal communication; potentially leading to misunderstandings.
Over-Expressiveness	There is a possibility they get over-expressive and this could come off as aggressive or emotional, leading to negative responses from peers.
Linguistic Limitations	They may have trouble communicating with others who have a lower or different level of expressive language skill.

Efficient, evidence-based strategies to support this child

Strategy Title	Description & Efficiency	Implementation Steps	Parameters to Monitor
Reinforce Non-Verbal Comprehension	Helps to improve understanding of non-verbal cues, strengthening overall communication.	Start using more non-verbal communication methods along with verbal communication. Slowly increase ratio based on their comfort and understanding.	Monitor child's ability to understand non-verbal cues and adjust strategy as needed.
Control Over-Expressiveness	Teaches child to modulate their own expressiveness.	Provide feedback on their use of tone and volume. Praise them when they communicate effectively. Have regular discussions on how expressions can change message meanings.	Watch for instances of over-expressiveness & ensure this strategy is helping to reduce them.
Build Linguistic Bridges	Helps child to understand & communicate effectively with others who have different levels of language skill.	Encourage active listening and empathy towards the communication of others. Educate them to adapt their language based on the other person.	Monitor child's interactions with others especially those with different language skills.

Do and don'ts

Do's	Don'ts
Encourage when they use an appropriate level of expressiveness.	Don’t criticize them for missing non-verbal cues.
Teach them various forms of non-verbal communication.	Don't let them overpower conversations with their expressiveness.
Monitor their interactions with others.	Don't force them to immediately pick up all the non-verbal cues.

Further reading and research

"Unlocking Language: Understanding Your Child's Expressive Language Disorder" by Barbara, Ph.D. Quesnel.
"Late talker, Silent Voices" by Sally Roberts.
"Language Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing, and Communicating" by Rhea Paul and Courtenay Norbury.

Keywords for your research: Expressive Language Development, Non-Verbal Communication in Children, Dealing with Expressive Kids, Child Expressiveness, Modulating Expressiveness.