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.
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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: 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. <h3><slot data-nx-ref="value-0"></slot></h3> <slot data-nx-ref="value-0-desc"></slot> <h3><slot data-nx-ref="value-50"></slot></h3> <slot data-nx-ref="value-50-desc"></slot> <h3><slot data-nx-ref="value-100"></slot></h3> <slot data-nx-ref="value-100-desc"></slot> 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 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
Challenges | How they Manifest |
---|---|
Inconsistent language use | Your child might use incorrect words, mix languages, or have trouble keeping a conversation going. |
Incorrect visual regard | May not make expected eye contact, might stare, or look in the wrong place. |
Difficulty sharing interests | May avoid discussing topics of interest to others and focus mainly on their own preferences. |
Lack of flexibility | Often unwilling to adjust their social behavior when misunderstood or when their initial method is unsuccessful. |
Self-centeredness | May show lack of interest in other's feelings or thoughts, mainly focusing on their own activities and interests. |
2.Efficient, Evidence-Based Strategies to Support this Child
Strategy Title | Brief Description and Why It's Efficient | Implementation Steps | Parameters to Monitor and Adjust |
---|---|---|---|
Explicit social skills training | Teaching specific social skills like making eye contact, taking turns, or sharing interests can help your child increase their social communication skills. | 1) Choose one social skill to work on at a time. 2) Model the skill for your child. 3) Practice the skill in a controlled setting, then gradually work it into more natural situations. | Progress in social skills can be measured using specific rubrics, observation checklists, or reporting from teachers or parents. Adjust as per progress. |
Visual supports | Visual aids, like social stories or comic strip conversations, can help to reinforce and clarify social communication expectations. | 1) Find or create visual aids that demonstrate the social skill you're working on. 2) Walk through the visual aid with your child and practice the skill. | Observe how your child responds to the visual supports. If one type doesn't seem to be working, try another format. |
Social scripts and role play | Provides your child with phrases and behaviors they can use in social situations. | 1) Identify common social situations where your child struggles. 2) Develop scripts for these situations and role play them with your child. | Monitor how your child uses these scripts in real-world situations and adjust as necessary. |
Encourage shared activities | Participating in shared activities can facilitate informal learning of social skills. | 1) Identify an activity of shared interest. 2) Arrange play dates with peers where this activity can be shared. | Monitor how your child interacts with peers during these activities and gradually introduce more complex social scenarios. |
- Do and Don'ts
Do | Don't |
---|---|
Celebrate small victories and progress. | Don't point out every social fauxpas. |
Maintain a consistent routine. | Don't overwhelm them with too many social tasks at once. |
Practice patience and understanding. | Don't force them into uncomfortable social situations. |
Explore different communication methods. | Don't assume what works for one child will work for another. |
- Further Reading and Research
- Books: "The Social Skills Picture Book", by Jed Baker; "You are a Social Detective!", by Michelle Garcia Winner and Pamela Crooke.
- Websites: Autism Society (www.autism-society.org), Autism Speaks (www.autismspeaks.org)
- Keywords for Research: Autism, Social Communication Disorder, social skills training, social stories, comic strip conversations.