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

Does not engage socially
Does not initiate social behaviors or cues, and fails to respond to social cues initiated by others.
Actively and adaptively socially engaged
Adaptive social engagement is seen in individuals who confidently, flexibly, appropriately, and consistently apply language and other social behaviors for the purpose of establishing and maintaining multiple, diverse, well-differentiated, reciprocal social relationships.
Does not engage socially
Is aware of social interactions. Can produce and recognize social cues and behaviors while having an interest in participation, however, is not able to follow social rules or use contextually appropriate behaviors to engage in or maintain social interactions. Failure to follow the rules may make attempts at social interactions to appear excessive, intrusive, or inappropriate.

I am:

This is the generated guide:

View prompt


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 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.
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His/her profile is as follows:

Does not engage socially: Is aware of social interactions. Can produce and recognize social cues and behaviors while having an interest in participation, however, is not able to follow social rules or use contextually appropriate behaviors to engage in or maintain social interactions. Failure to follow the rules may make attempts at social interactions to appear excessive, intrusive, or inappropriate.

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.

Overview of the Challenges Associated with This Profile

Challenges	How They Manifest
Difficulty following social norms	Your child may unintentionally behave in ways that are considered inappropriate, such as interrupting conversations, standing too close to others, or failing to make eye contact during interactions.
Struggles with reciprocity	Struggles to effectively respond in a give-and-take fashion during social interactions.
Excessive or inappropriate attempts at social engagement	Your child may bother others by engaging excessively or in a disruptive manner, or may make attempts to engage that are seen as socially inappropriate or out of context.

Efficient, Evidence-Based Strategies to Support This Child

Title	Description and efficiency	Implementation Steps	Parameters to Monitor and Adjust
Social Skills Training (SST)	Teaches children how to interact effectively with others, improving their understanding of social norms and their ability to behave accordingly. Evidence shows SST is efficient in improving social interaction in children.	Identify specific social skills that need improvement, use educational resources, role-play situations, reinforce positive behavior. Continue to practice these skills over time.	Monitor progress in specific social skills. Adjust the teaching methods or situations as needed.
Video Modeling	Utilizes video recordings of desired behaviors or reactions to help children improve their social skills. Evidence shows that this visual approach can be impactful for children.	Record videos demonstrating correct social interactions, replay them to the child, and discuss what they observed. Have them practice what they observe.	Observe changes in mimicking behaviors. Adjust scenarios based on needs and progress.
Positive Reinforcement	Positive responses or rewards given to encourage desired behavior. Very effective in behavior modification	Reinforce good behavior by rewards or praises. Be consistent in reinforcing positive social behaviors.	Monitor changes in behavior. Adjust reinforcement strategies as needed.

Do and Don'ts

Do's	Don'ts
Do be patient and understanding.	Don't punish your child for not understanding social norms.
Do reinforce positive behavior with praises and rewards.	Don't force your child into uncomfortable situations.
Do consistently practice social skills.	Don't neglect the need for professional help if needed.

Further Reading and Research

"Social Skills Training for Children and Adolescents With Autism Spectrum Disorder: A Randomized Controlled Trial" by Kaat, Gadow, Lecavalier (Journal of the American Academy of Child & Adolescent Psychiatry)
Book: "The Science of Making Friends" by Elizabeth A. Laugeson
"Video Modeling in Children and Adolescents with Autism Spectrum Disorders" by Denise P. Charlop, Miriam Lang, Mandy Rispoli

Keywords for further research: Social Skills Training, Video Modeling, Positive reinforcement, Social behavior in children.