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 12th grade math 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 12th grade math teacher on how to support student according to their strengths and needs. My student has been assessed for the following dimension: Activity Level - maintaining physical and cognitive activity: For successful adaptation, it is critical that individuals apply activity levels consistent with the tasks and the environment. Activity consists of all manner of functions, including gross and fine motor activity as well as cognition, emotions, and other aspects of biological and social functioning. <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: Inactive or sedentary: Inactive individuals are unable or unwilling to apply appropriate levels of motor and cognitive activity to address the demands of a task, need or the environment. 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.
Guide to Supporting Inactive or Sedentary Students
1. Overview of the challenges associated with this profile
| Challenges | How they Manifest |
|---|---|
| Lack of physical activity | Lack of movement in class, reluctance to engage in active tasks |
| Impaired cognitive functioning | Difficulty in concentrating, slow learning or problem solving |
| Reduced motivation | Lack of interest in class activities, low grades |
| Social isolation | Limited interaction with peers due to sedentary lifestyle |
2. Efficient, Evidence-based Strategies to Support this Student
| Strategy Title | Brief Description and Efficiency | Implementation Steps | Parameters to monitor and Adjust |
|---|---|---|---|
| Activity Breaks | Introducing short physical activity breaks can increase cognitive function. | 1. Schedule 5-minute breaks every 20-30 minutes.2. Encourage stretching or simple calisthenics. | Monitor student's engagement and adjust frequency and duration as necessary. |
| Interactive Learning | Engaging student in active learning tasks increases participation and interest. | 1. Assign group projects, role-playing or practical hands-on tasks.2. Frequently change pairs/teams for group work. | Observe changes in the student's active involvement and quality of work. Adjust tasks according to student's preferences and skills. |
| Mindfulness Techniques | Mindfulness can improve student's focus and reduce anxiety. | 1. Incorporate short mindfulness exercises or meditation into the routine. 2. Promote mindful activities like drawing or coloring. | Gauge relaxation levels. If the student seems to still be anxious or distracted, consider extending the mindfulness period or changing the activity. |
3. Do and Don'ts
| Do | Don't |
|---|---|
| Do encourage student participation in physical activities both inside and outside the classroom. | Don't force the student into activities they are uncomfortable with. |
| Do pair the student with more active peers for group tasks. | Don't single out or criticize the student for their inactivity. |
| Do consistently follow and praise any small steps towards increased activity. | Don't expect immediate changes and significant improvement right away. |
4. Further Reading and Research
Resources
- The Kinesthetic Classroom: Teaching and Learning through Movement - Traci Lengel, Mike Kuczala.
- The Sedentary Behaviour and Physical Activity Guide - Commonwealth Department of Health, Australia.
- The Power of Mindful Learning - Ellen J. Langer
Research Keywords
- Sedentary Student Behavior
- Physical Activity Impact on Learning
- Exercise and Cognitive Function
- Interactive Learning Models