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.
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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: 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.
- Overview of the challenges:
| Challenges | How they manifest |
|---|---|
| Lack of Motor Activity | Difficulty in tasks requiring physical movement, leading to poorer hand-eye coordination, weaker physical stature, and slower reaction times |
| Poor Focus and Engagement | Difficulty staying engaged with cognitive tasks, leading to hindered learning and understanding |
| Difficulty Adapting to Changes | Discomfort or resistance towards new tasks or environments due to difficulty in adapting physical and cognitive efforts |
| Low Energy Levels | Often appearing sluggish, lethargic, or demonstrating a lack of interest or enthusiasm |
- Efficient, evidence-based strategies to support this student:
| Strategy Title | Description & Efficiency | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Active Learning | Engage the student in learning through play, movement, and hands-on work. This strategy helps to improve focus and adherence to tasks | Incorporate games, hands-on activities, and movement-based tasks into lessons | Monitor student engagement and understanding during activities |
| Regular Exercise | Daily physical exercise can improve cognitive function, mood, and energy | Incorporate short, energetic breaks where the student can move freely | Track student's physical and cognitive improvements over time |
| Task Adaptation | Adapt tasks to better align with the student's individual strengths and interests, increasing their engagement | Modify the learning environment & tasks to best suit the individual's strengths | Monitor task completion and level of engagement |
| Personalized Learning Plan | A custom learning plan can accommodate their strengths & encourage active participation | Develop a learning plan based on their interests and capabilities | Monitor the effectiveness of the plan in increasing student engagement |
- Do's and Don'ts:
| Do's | Don'ts |
|---|---|
| Encourage gradual increases in activity levels | Don't force rapid change as it may cause discomfort and resistance |
| Provide plenty of positive reinforcement | Don't scold or penalize the student for struggling with physical or cognitive tasks |
| Prioritize their comfort and willingness in tasks | Don't disregard their feelings or needs in order to complete tasks |
- Further reading and research:
-
Books:
-
"Spark: The Revolutionary New Science of Exercise and the Brain" by John J. Ratey
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"The Kinesthetic Classroom: Teaching and Learning through Movement" by Traci Lengel and Mike Kuczala
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Articles:
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"The Impact of Physical Activity and Fitness on Academic Achievement and Cognitive Performance in Children" by N.A. Chaddock
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Keywords to use in research: Sedentary Behaviour in Children, Cognitive Development, Active Learning, Physical Activity and Learning, Child Psychology.