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.
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: Speech Quantity - speaking with an appropriate number of words for communication: Language is the full spectrum of communicative behaviors. It includes words, gestures, body posture, facial expression, and a myriad of other behaviors that have communicative intent. This item refers ONLY to spoken language - speech. There is enormous variation in speech quantity that is partly dependent on context ("Is this a time to be quiet or a time to offer to speak up?") and also depends on the capability of the individual to speak about specific content ("Does the individual know anything about the present topic?" "Are they lacking confidence with respect to that content?") Or, does the individual have the physical ability to produce speech at all. Thus, the quantity of speech may typically vary depending on context and content, however, individuals with problems related to speech quantity have difficulty regulating the amount of speaking in appropriate response to the context or content. His/her profile is as follows: Uses appropriate number of words to communicate: Individuals flexibly vary the quantity of speech in response to environmental (including social) cues, allowing for effective and efficient communication that promotes reciprocity. 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 challenges associated with this profile
Challenges | How they manifest |
---|---|
Overuse of language | The student might dominate conversations without allowing others to contribute. |
Not enough use of language | The student might not contribute enough to class discussions, making it hard to gauge their understanding and participation. |
Difficulty adjusting based on context | The student may not properly tailor their speech to the appropriate context, which may lead to misunderstanding or miscommunication. |
- Efficient, evidence-based strategies to support this student
Strategy Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
---|---|---|---|
Encourage turn-taking | This can help the student understand the importance of listening to others and not dominating the conversation. It can also encourage a student who speaks less to contribute more. | Introduce a 'talking piece' during discussions that whoever is holding, has the floor to speak. | Monitor how often the student allows others to take turns and respects when it's not their turn to speak. Adjust by providing reminders as necessary. |
Practice context cues | Understanding the context of a conversation is key to using appropriate language. | Create scenarios for the class where they have to figure out what is the appropriate level of language to use, and practice them in real-game situations. | Monitor if the student begins to adjust their language to fit the situation. If not, adjust by revisiting the scenarios and identifying the clues that tell us how to communicate in each setting. |
Create a conversation checklist | Can help visual learners see the components that make up a good conversation. It can promote taking turns, asking questions, using relevant language etc. | Generate a checklist for the student to refer to during classroom conversations. Review it regularly with the student. | Monitor changes in the student's conversation skills using the checklist as a guide. If certain areas are not improving, focus on those in future instructions. |
- Do's and Don'ts
Do's | Don'ts |
---|---|
Encourage balanced contributions from all students in class discussions. | Do not reprimand the student publicly for speech quantity issues. |
Consistently remind your student about the importance of taking turns. | Don't assume the student understands the context; always check understanding. |
Recognize and reward progress in managing speech quantity. | Don't allow one student to dominate the conversation. |
- Further Reading and Research
Resources:
- "Let's Talk: Navigating Communication Services and Supports for Your Young Child with Autism" by R. A. Sehmi.
- "The Communication Skills to Succeed: Understanding the Need for Effective Speech" by Robert Bolton.
Choice of Keywords for your research:
- Speech quantity
- Effective classroom communication
- Turn-taking in conversation
- Adjusting language in different contexts
- Speech therapy techniques for children