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

Eating - maintaining dietary intake and nutrition
Eating is a complex behavior that has both nutritional and social components. The nutritional component is the appropriate consumption of both calories (for energy) and the elements of the diet (protein, vitamins, minerals, fats, carbohydrates, etc.) necessary for maintaining healthy function. There are two main social components of eating: the social interactions associated with the preparation and consumption of food, and the cultural elements associated with menus, dining schedules, and food consumption (e.g., Kosher, Hallal, vegan/vegetarian, etc.) Food preparation and dining are often social experiences that reflect culture and other expectations for cooperation and sharing of both food and conversation, as well as engagement in a variety of behaviors directly associated with eating, such as use of specific utensils (chopsticks, fork, spoon, hands, etc.), cleanliness, order, and the nature of physical presence (e.g., sitting in a chair, standing, walking, sitting cross-legged on the floor, use of a particular hand, etc.) Appropriate participation in all elements of eating are important for health and happiness.
Sexual/Gender Identity and Behavior - expressing age-appropriate sexual/gender identity and behavior
Sexual behavior includes behaviors that are related to an individual's particular individual "sexual identity." While there are generally male and female biological differences amongst humans, there exists a broad spectrum of gender-related behaviors that are "assigned" or "learned," based on cultural and social expectations in a community, not infrequently independent of "sex assigned at birth." Some behaviors appear to be "assigned," and are often considered "conventional." When there are variations that don't meet social expectations, it can cause discomfort - for children, peers, and/or adults - and can lead to adverse outcomes like bullying, discrimination and social isolation. Examples of these are so-called "effeminate" males or "masculine" females. Most "unconventional" gender behaviors are not abnormal but simply represent the broad variation in expressions of identity.
Sensory reactivity - Response to sensory input (touch, taste, smell, sight, hearing, and somatic)
There is enormous individual variability in the perception and ability to interpret and respond to sensory input. Sensations typically includes the five senses (e.g., touch, taste, smell, sight, and hearing), however, somatic perceptions (e.g., pain, heart rate, respiratory rate, kinesthetics, etc.) are often sensed quite acutely, and can modulate emotions, cognitions, and behavior. Precision in the identification of sensory inputs and the reaction to them is essential for safe interactions with the environment as well as appropriate social function.

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

Unresponsive to sensory input
Some individuals do not react to sensory stimuli, including pain, touch, and smell. This limits their ability to take protective actions and modify behavior to be appropriate in social situations.
Adaptively responds to sensory input
Individuals are aware of and modulate their reactions to a full spectrum of sensory inputs. They have flexible and appropriate responses to sensations and regulate social, behavioral, and emotional reactions to sensory input, consistent with the stimulus, context, cultural norms, and social expectations.
Hyperresponsive to sensory input, disrupting adaptive function
Some individuals cannot modulate responses to sensory inputs, such that even modest sensory stimulation can disrupt functioning and lead to behaviors that may jeopardize safety, interfere with social function, and limit access to personal needs and activities. This includes extremes in emotional and behavioral responses to minimal sensory input.

I am:

This is the generated guide:

View prompt


I am a 12th grade math 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 12th grade math teacher on how to support student according to their strengths and needs.

My student has been assessed for the following dimension:

Sensory reactivity - Response to sensory input (touch, taste, smell, sight, hearing, and somatic): There is enormous individual variability in the perception and ability to interpret and respond to sensory input. Sensations typically includes the five senses (e.g., touch, taste, smell, sight, and hearing), however, somatic perceptions (e.g., pain, heart rate, respiratory rate, kinesthetics, etc.) are often sensed quite acutely, and can modulate emotions, cognitions, and behavior. Precision in the identification of sensory inputs and the reaction to them is essential for safe interactions with the environment as well as appropriate social function.
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His/her profile is as follows:

Hyperresponsive to sensory input, disrupting adaptive function: Some individuals cannot modulate responses to sensory inputs, such that even modest sensory stimulation can disrupt functioning and lead to behaviors that may jeopardize safety, interfere with social function, and limit access to personal needs and activities. This includes extremes in emotional and behavioral responses to minimal sensory input.

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
Overwhelm by sensory input	Breakdowns in response to sensory overloaded environments like crowded hallways or noisy classes.
Difficulties in focusing attention	Difficulty to concentrate on lessons due to sensory distractions such as ambient noise, light, etc.
Dysregulated emotional reactions	Excessive emotional responses to sensory inputs like being touched or loud voices causing anxiety or stress.

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

Title	Description & Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Sensory Breaks	Frequent short breaks help students to rejuvenate by reducing sensory overload.	Provide breaks after each 30-45 minute session with quiet relaxation places.	Monitor the student's post-break behavior. Adjust break frequency or length according to the result.
Personalised Learning Environment	A low sensory environment can optimally aid focus.	Use soft light, quiet room, individual workstations. Use items like noise-canceling headphones.	Evaluate student's comfort and productivity. Adjust the sensory level of the environment as needed.
Use of Visual Supports	Visual aids like diagrams, flowcharts reduce verbal sensory load.	Use picture charts or signs for class instructions.	Monitor understanding and engagement level. Adapt the type and complexity of visuals based on effectiveness.
Structured Routine	Routine helps make the environment predictable reducing sensory anxiety.	Timetable for daily activities.	Observe the level of student's anxiety and comfort. Change the routine slowly if needed.

3. Do's and Don'ts

Do's	Don'ts
Do allow the student to step out or use sensory tools when overwhelmed.	Don't force the student into sensory overwhelming situations.
Do use gentle and calm manner of speech.	Don't shout or use abrupt language that could heighten sensory sensitivity.
Do be patient and understanding.	Don't punish the student for reactions to sensory overloading.

4. Further reading and research

"The Out-of-Sync Child: Recognizing and Coping with Sensory Processing Disorder" – Author: Carol Stock Kranowitz
"Understanding Your Child's Sensory Signals" – Author: Angie Voss
"Making Sense of Sensory Processing Disorder" – Shore & Rast

Keywords for research: Sensory Processing Disorder (SPD), Hyperresponsiveness in children, Educational strategies for sensory sensitive children, Classroom accommodations for SPD.