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.

In this area, my children/student displays the following behavior:Help

Does not play alone or with others
The inability or failure to engage in social or individual play.
Appropriately and flexibly engages in and sustains play alone and with others
Individuals comfortably, frequently, and flexibly engage, by self or with others, in activities that include imagination, practice in artificial settings, games, and other activities in which to share joy and interactions or to practice skills and problem-solving.
Disruptive/disorganized play alone and with others
Engages in disorganized and/or problematic play that lacks enjoyment and/or the achievement of developmentally appropriate goals.

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:

Plays by Self and with Others - playing alone and with others: Play is a complex set of behaviors, largely for the purpose of enjoyment, but while also providing a tool for experimentation and problem-solving. Play activities include social and imaginary use of objects and relationships, as well as opportunities to practice a full spectrum of social skills, behavioral control, problem solving and more. The complexity and function of play develops in parallel along with development of cognitive and motor function, routines and habits, knowledge and skills, etc. Play takes place in individual and social contexts. It may include games and toys, as well as tools and tasks typically a part of daily work (e.g., pencils, cooking utensils, sports equipment, etc.). While play may seem to have little purpose, it is a serious attempt at mastery and practice that sets the stage for real-life skills and activities.
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His/her profile is as follows:

Does not play alone or with others: The inability or failure to engage in social or individual play.

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
Lack of Social Skills	The child struggles to interact with peers during group activities or shared play.
Difficulty with Independent Play	The child is unable to engage in individual play, which restricts cognitive and motor development.
Reduced Problem-solving Skills	The child misses out on chances to develop problem-solving skills during play.
Limited Behavioral Control	Without play, the child has fewer opportunities to learn self-regulation and behavioral control.

2. Efficient, evidence-based strategies to support this student

Strategy	Description & Efficacy	Implementation Steps	Parameters to Monitor
Structured Play Sessions	This approach uses play sessions to teach social and independent play skills. Play therapy can improve social interactions and self-regulation.	Begin with shorter sessions and gradually increase. Include both individual and group activities.	Monitor the child's ability to engage in play, responses to peers, and display of self-control.
Social Stories	Social stories are personalized short stories that help children understand social situations and expectations. Using these can improve social interaction.	Create social stories that showcase various play scenarios. Discuss these with the student.	Monitor comprehension and application of the social story in real play situations.
Small Group Activities	Small group activities can promote interaction and social skills.	Incorporate small group activities into the daily routine.	Monitor and guide interactions among group members.
Visual Schedules	Visual schedules can help the child understand play routines, creating a sense of predictability and safety.	Create visual schedules for playtime showing sequential play activities.	Monitor the student's response to visual aids, observe if the student is following along.

3. Do's and Don'ts

Do's	Don'ts
Involve the student in activities they show an interest in.	Don't force the student into play situations without preparation.
Praise the student when they successfully engage in play.	Don't expect immediate results. Progress may be slow.
Encourage peer interaction during playtimes.	Don't punish the student if they struggle during play.

4. Further reading and research

In order to gain more knowledge and understanding on how to support this student, it is recommended to read and research on the following topics:

The use of social stories to teach social interactions can be found in the book "The New Social Story Book" by Carol Gray.
"Play Therapy: The Art of the Relationship" by Garry Landreth provides insight into structured play sessions.
Use keywords such as "play therapy", "teaching children to play", "visual schedules for children", "social stories", and "independent play in children" for further research.