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 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 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:

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.

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
Overloaded communication	In their enthusiasm to maintain social relationships, the student might overwhelm their peers with constant communication, intensive eye contact, or touch.
Difficulty with unstructured time	The student may struggle during free periods or breaks when they have to regulate their own social interactions without guidance.
High expectations of reciprocity	Because they are very active in social interactions, they might expect the same level from others, causing disappointment or misinterpretations.

2. Efficient, Evidence-Based Strategies to Support this Student

Title	Description	Implementation Steps
Social Skills Training	Social skills training helps students like these to refine their skills and understand the nuances of social interactions.	- Incorporate role play games
- Provide constructive feedback
- Share examples of balanced social interactions	Monitor the student's social interaction on different occasions to see any improvements. Adjust tactics if they appear to struggle with certain scenarios.
Structured Free Time	This aids students who have a hard time managing their social behaviors during unstructured periods.	- Create organized activities for students during recess
- Guide students towards participating in structured after-school clubs	Observe the student during structured free time. Monitor discomfort or persisting difficulty managing unstructured time.
Reciprocity Discussions	Engage students in discussions about social reciprocity to help them understand that not everyone may engage in interactions with the same intensity.	- Use storytelling to demonstrate reciprocity
- Carry out tasks requiring students to work collaboratively	Monitor the student's understanding and application of the principle and adjust the complexity of discussions.

3. Do's and Don'ts

Do	Don't
Give them ample opportunities to interact with their peers	Don't punish them for their abundant social behavior. Instead guide them to understand when it may become overwhelming for others
Praise them for their active participation in social interactions	Avoid comparing their social energy with other students who may be less engaged
Encourage them to develop patience and understanding towards peers who may not reciprocate the same level of engagement	Do not ignore any signs of frustration or impatience due to unmet expectations of reciprocity.

4. Further Reading and Research

For more in-depth reading:

"The Science of Making Friends: Helping Socially Challenged Teens and Young Adults." by Dr. Elizabeth A. Laugeson.
"Social Skills Training: For Children and Adolescents with Asperger Syndrome and Social-Communications Problems." by Jed Baker.

Keywords for research:

"social skills training"
"adaptive social engagement"
"social reciprocity"
"overactive social behavior"
"unstructured free time management"
"nuances of social interaction".