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

Social Engagement - engaging in social behavior
Social engagement is the combination of intent to form and maintain social interactions combined with the appropriate and flexible application of social speech, cues, gestures, and behaviors (e.g., smiling, visual regard, hand shaking/bowing, etc.). Social engagement directs these behaviors toward individuals or groups, with the goal of establishing and maintaining reciprocal, social transactions and relationships.
Social Communication - communication enabling social interactions
Social functioning is the ability to share thoughts, needs, ideas, and behaviors. Social communication includes words and gestures in conjunction with an "invitation" to respond, as well as the willingness to receive and accept social responses. This leads to reciprocity, or "turn-taking," the repeated exchanges of thoughts, needs, ideas, and behaviors that form the basis of conversation, discussion, collaborative work, and play.
Social Cooperation - cooperating in social interactions, including play
Cooperation is working together with other individuals, or in groups, to achieve a common goal or objective. This requires effective communication for sharing of thoughts, ideas, and plans, as well as a willingness to be flexible and context sensitive when sharing behaviors and communications.
Tolerance - ability to appropriately respond to different people, cultures, values, and belief systems
Tolerance is the willingness and ability to thoughtfully and fairly judge values and belief systems. This includes treating those from different cultures, values and beliefs fairly, and with respect and courtesy.

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

Lacks communication necessary for social interactions
Is unable, or refuses, to initiate, respond or share communication with the intention of establishing and maintaining social interactions with others.
Communication facilitates reciprocal and adaptive social behavior
Uses a full spectrum of flexible communication skills, including language and gestures, to establish and maintain flexible, reciprocal, social interactions with others. Social communications transmit and receive invitations for shared exchanges of thoughts, ideas, and needs. They establish and sustain shared social interactions in a variety of settings and with a diverse group of individuals.
Communication lacks reciprocity and social appropriateness
Individuals whose actions and behaviors disrupt social communication, making it difficult, if not impossible to establish and/or sustain functional social relationships. These behaviors include inconsistent language, visual regard, inability or refusal to share interests, unable or unwilling to vary social behaviors when misunderstood, or being solely interested in oneself and one's own interests.

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:

Social Communication - communication enabling social interactions: Social functioning is the ability to share thoughts, needs, ideas, and behaviors. Social communication includes words and gestures in conjunction with an "invitation" to respond, as well as the willingness to receive and accept social responses. This leads to reciprocity, or "turn-taking," the repeated exchanges of thoughts, needs, ideas, and behaviors that form the basis of conversation, discussion, collaborative work, and play.
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His/her profile is as follows:

Lacks communication necessary for social interactions: Is unable, or refuses, to initiate, respond or share communication with the intention of establishing and maintaining social interactions with others.

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.

1. Overview of the challenges associated with this profile

Challenges	How they manifest
Inability to initiate communication	The student may not express their needs or ask questions, even when they clearly need assistance or more information.
Difficulty in responding to communication	The student might not reply when spoken to, or may seem to ignore or fail to notice attempts by others to engage in conversation.
Rejection of social interactions	The student may physically or emotionally withdraw from social situations, reject play invitations from peers or avoid group activities.

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

Strategy	Brief Description & Why it's Efficient	Implementation Steps	Parameters to Monitor and Adjust
Social Stories	Social stories provide a script and clear expectations of behaviors during different social situations. They help the student understand others' viewpoints and predict the flow of social interactions.	1. Identify common social situations the student may face2. Develop short narratives demonstrating appropriate behavior3. Read and discuss the social stories with the student regularly	Monitor for changes in the student's behavior in the represented situations, adjust content of social stories as needed
Role-playing	It provides a safe space for the student to practice social interactions. It enhances understanding of social norms and improves confidence.	1. Identify social scenarios that might be challenging for the student2. With other students, role-play these situations during class time3. Discuss the outcome and alternate reactions	Monitor for improvements in student's responses in real-life situations, adjust scenarios based on student's comfort levels and challenges
Visual Schedules	Help the student understand daily routines and transitions which can reduce anxiety and improve participation	1. Create a visual timeline with pictures representing different activities throughout the day2. Refer to it before each transition	Monitor student's response to transitions, adjust visuals or timings if needed

3. Do and don'ts

Do's	Don'ts
Use calm, clear and simple language when communicating	Do not force the student into social situations without gradual preparation
Encourage peer interaction through paired or small group activities	Do not reprimand the student for inability to participate fully in social interactions
Regularly acknowledge efforts towards improvement	Do not expect immediate changes, understand that progress may be slow

4. Further reading and research

Book: "Navigating the Social World: A Curriculum for Individuals with Asperger's Syndrome, High Functioning Autism and Related Disorders" by Jeanette McAfee
Online Article: Autism Speaks - "Teaching Social Skills to People with Autism"
Keywords for your own research: "Autism social communication", "Social Skills Interventions", "Teaching social communication skills"