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

Never uses words to communicate
No word production.
Uses appropriate number of words to communicate
Individuals flexibly vary the quantity of speech in response to environmental (including social) cues, allowing for effective and efficient communication that promotes reciprocity.
Speaks excessively
Speaking rapidly and/or non-stop to the extent that it is virtually impossible to understand what is being said.

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:

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.

His/her profile is as follows:

Uses appropriate number of words to communicate: Individuals flexibly vary the quantity of speech in response to environmental (including social) cues, allowing for effective and efficient communication that promotes reciprocity.

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
No significant challenges	The ability to use an appropriate number of words to communicate is generally not associated with challenges. It indicates a strength in verbal expression and communication skills. The challenge for the educator is to continually engage and challenge this strength in various contexts and situations.

Efficient, Evidence-based Strategies to Support this Student

Title	Brief Description and Why it is Efficient	Specific Implementation Steps	Parameters to Monitor and Adjust
(1) Encourage Class Participation	Engaging the student in discussion promotes growth and refinement of communication abilities.	Begin each lesson with a question and discussion, allowing the student to express their thoughts and knowledge.	Evaluate the student's comfort and willingness to participate, level of enthusiasm and the quality of the contributions.
(2) Peer Tutoring	Let student to explain concepts to classmates enables reinforcement of knowledge and further develops communication capabilities.	Make the student a group leader in collaborative activities or during revision sessions.	Monitor for signs of frustration or over-dominance among peers. Encourage inclusivity and patience.
(3) Use of Open-Ended Questions	This strategy encourages students to articulate their thoughts and reasoning.	Instead of simple yes or no questions, ask questions that require explanations and logic.	Assess the depth and breadth of the responses. Adjust questions for difficulty and topic relevance.

Do's and Don'ts

Do's	Don'ts
Do engage the student in class discussion.	Don't limit the student's speech only to factual content. Allow for opinions and creative ideas.
Do let the student articulate concepts to peers.	Don't ignore signs of frustration or over-dominance among peers.
Do ask open-ended and thought-provoking questions.	Don't discourage narratives or long explanations.

Further Reading and Research

Books: "Talk, Talk, Talk: The Cultural Life of Everyday Conversation" by S.I. Salamensky.
Journals: "Journal of Communication Disorders"
Online Articles: "Strategies for Effective Student Communication: Skills to Promote Success on the Job" by Lisa D, Belfiore and Michael J. Bennett.

Research Keywords: "Effective communication in classroom", "Peer-to-peer learning", "Speech quantity in education contexts", "Encouraging class participation".