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

Speech not understandable
Poor articulation and inconsistency in rhythm, volume variations, and sound selection makes it difficult to understand the vocalization's communicative intent. Stuttering, mumbling, poor articulation, and low volume make it difficult to appreciate the nuances of speech. While sound production is crucial, limitations in other aspects of language (e.g., non-verbal communication) can contribute to poor communication.
Speech clear and articulate
Typically, speech quality is characterized by verbal productions that are readily understood by listeners, including strangers. Typical speech is fluent and, when enriched by variations in rhythm, volume, and vocabulary, the speech is more interesting and comprehensible.
Speech overly precise and excessively perfectionistic.
Inflexible and persistently repetitive use of sounds or words, along with overly precise articulation (e.g., robot- or machine-like speech) interfere with the ability to provide understandable communication.

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:

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.
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His/her profile is as follows:

Speech not understandable: Poor articulation and inconsistency in rhythm, volume variations, and sound selection makes it difficult to understand the vocalization's communicative intent. Stuttering, mumbling, poor articulation, and low volume make it difficult to appreciate the nuances of speech. While sound production is crucial, limitations in other aspects of language (e.g., non-verbal communication) can contribute to poor communication.

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
Articulation	The student has difficulty clearly forming sounds and words
Speech volume	The student often speaks at a low volume, making it hard for others to hear
Speech rhythm	The student's speech lacks a consistent rhythm, causing confusion
Sound selection	The student struggles with choosing the right sounds and words to express thoughts
Non-verbal communication	The student has limitations in using non-verbal cues effectively to enhance communication

Efficient, evidence-based strategies to support this student

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Speech Therapy Exercises	These exercises can improve articulation, volume, rhythm, and overall speech quality. They are highly efficient and can be tailored to the child's unique needs.	- Incorporate these exercises into daily classroom routine.- Allow the student to practice words and phrases slowly, focusing on clarity.	Monitor improvement in speech clarity and rhythm over time. Adjust difficulty of exercises as the student progresses.
Visual Aids	Visual aids can help the student convey their thoughts and complement their speech.	- Introduce picture cards or tools like a visual schedule to aid communication.- Teach the student to use these aids to express themselves.	Evaluate the effectiveness of visual aids in improving the student's communication. Try different aids if needed.
Non-verbal Communication Training	Training in gestures and body language can strengthen overall communication.	- Include activities that focus on non-verbal communication like facial expressions etc. - Role-play scenarios where non-verbal cues can be practiced.	Monitor the student's ability to use non-verbal cues effectively. Adjust the training based on progress.

Do and don'ts

Do	Don't
Encourage the student to express themselves and give them ample time to do so.	Do not rush them or interrupt their speech.
Create a supportive and patient environment in the classroom to build the student's confidence.	Do not let other students tease or mock the student's speech.
Frequently praise progress, no matter how small.	Do not criticize or point out their shortcomings without offering constructive feedback.

Further reading and research

Book: "Stuttering: An Integrated Approach to Its Nature and Treatment" by Barry Guitar
Website: The Stuttering Foundation
Keywords for research: Childhood articulation disorders, speech therapy techniques, non-verbal communication in children, speech rhythm difficulties