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:

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.

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
Inconsistent Language	The student may struggle to articulate thoughts and express ideas accurately which can lead to misunderstanding or misinterpretation.
Visual regard Difficulty	The student may not make adequate eye contact during conversations, which can hinder interpersonal connections.
Lack of shared Interests	The student may not participate in activities or discussions shared by other students, which can lead to isolation.
Inability to modify Social Behaviors	The student may struggle to adapt their behavior in response to cues from their peers, which can lead to social misunderstandings.
Self-centered orientation	The student may prioritize their own interests over others’, which can hamper group activities or collaborations.

Efficient, evidence-based strategies to support this student

Strategy Title	Description and Efficiency	Implementation steps	Parameters to Monitor
"Social Stories"	Social stories help students understand and manage social situations. They are efficient because they present a concrete and visually engaging guide to dealing with a particular social context.	Develop simple, illustrated stories that outline different social scenarios. Use these stories to guide the student through the appropriate responses.	Monitor student's understanding and application of the social story over a period of time.
"Visual Support"	Visual support like charts, cards, etc. can support comprehension and stimulate communication. Impacts are immediate and lasting.	Use visual support during lessons or when giving instructions. Also, encourage the student to use visual support when communicating.	Monitor classroom communication and the student's ability to follow instructions and express themselves.
"Structured Play"	Structured play can be useful for teaching the rules of social interaction. It is efficient because it lets students learn in a fun, low-pressure environment.	Set up games and activities that involve sharing, turn-taking and collaboration.	Monitor the student’s interaction and participation during structured play sessions.
"Cueing and Prompting"	Cueing and prompting can help students pick up on social cues they may otherwise miss.	Give gentle prompts or cues when the student misses or misinterprets a cue.	Keep an eye on the prompt's necessity - reducing it over time indicates progress.

Do and don'ts

Do's	Don'ts
Encourage and appreciate efforts.	Do not force the child to participate socialize.
Be patient and consistent in your approach.	Do not overlook small improvements in social skills.
Scaffold social interactions.	Do not ignore the student’s self-centered behavior without addressing it.

Further reading and research

"Social Narratives: A Story Intervention for Children with Autism and Other Developmental Disabilities"
"Enhancing Social Communication in Children: A Practitioners Guide"
Keywords: Social communication difficulties, Special education strategies, Autism teaching strategies, Visual supports for communication, Structured play.