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 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:

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 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.

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.

1. Overview of the challenges associated with this profile

Challenges	How They Manifest
Overwhelm with faster speech rates	Your child may struggle to keep up in conversations that require a quicker pace, possibly resulting in misunderstanding or withdrawal from the conversation
Difficulties with understanding complex language	While your child can speak clearly and articulately, they might encounter issues when attempting to understand complex use of language or sophisticated vocabulary
Conversational awkwardness	If vocabulary range is narrow, this can sometimes lead to awkward social interactions

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

Strategy	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Conversation Practice	Regular practice can help your child develop comfort and speed with speaking. Casual, low-pressure conversations are especially beneficial	Set aside a regular time each day to have a conversation with your child. Let them lead the conversation, and encourage them to explore a range of topics	Monitor your child's comfort level and ability to maintain the flow of conversation. Start with short conversation sessions and gradually increase time as they develop more confidence
Vocabulary Expansion Activities	Increasing your child's vocabulary can improve their speech quality and conversational skills.	Practice a 'word of the day' exercise with your child, where you both learn and use a new word every day. Reading together is also a great way to discover new words	Assess the difficulty of the words you choose, and their relevance to your child's life. Start with words they're likely to use regularly, and introduce more complex vocabulary over time
Speech Therapy	If needed, working with a professional can provide your child with the techniques necessary to improve their speech quality	Find a certified speech therapist. Regular appointments combined with homework exercises could greatly boost your child's confidence	Keep an eye on your child's progress and comfort level with the therapist. Make sure they're not feeling overwhelmed by the exercises

3. Do's and Don'ts

Do's	Don'ts
Encourage your child to lead the conversation during practice sessions	Don't rush them during conversations and let them take their time to articulate their thoughts
Expose your child to various vocabulary levels through different genres of books	Don't stick with only one type of book or language complexity
Celebrate your child’s successes and progress	Don't compare progress with other children's pace or skills

4. Further Reading and Research

You may explore resources such as “The Speech-Language Pathology Treatment Planner” by Jongsma, Peterson and McInnis.
The American Speech-Language-Hearing Association (ASHA) has several useful articles and resources on its website.
Keywords for your own research: "speech development", "speech therapy techniques", "expanding child vocabulary", "improving child conversation skills".