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 6th 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 6th 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.
- Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Lack of Motivation | Inactive students often lack the drive to participate in physically or cognitively demanding tasks. |
| Low Energy Levels | They may display low energy levels, often making them apathetic towards classroom activities. |
| Difficulty in Concentration | Due to low activity levels, inactive students might have trouble focusing & can easily be distracted. |
| Struggles with Learning | The absence of engagement may hinder their academic progress, making them struggle with new concepts or skills. |
- Efficient, evidence-based strategies to support this student
| Strategy | Description | Implementation Steps | Parameters to monitor |
|---|---|---|---|
| Boost Activity through Engagement | Engage students in hands-on activities to stimulate their cognitive and physical involvement. | Introduce interactive learning tools like puzzles or brain teasers, Create group activities, Use technology to make learning more interactive. | Monitor students' learning progress and their approach to group or individual tasks. |
| Frequent Breaks | Frequent breaks can help rejuvenate the students' energy and concentration. | Implement short breaks after each lesson, encourage students to stand, stretch or walk during these breaks. | Track any changes in the students' concentration levels and their participation post these breaks. |
| Motivation and Encouragement | Positive reinforcement can increase the student's motivation. | Praise student regularly for their efforts, reward consistent participation, encourage peer recognition. | Watch for improved confidence levels, increased participation and students taking initiative in activities. |
| Incorporate Physical Activities into Lessons | Physical activities can boost energy and focus. | Use classroom games that incorporate math learning, introduce brief exercise periods or stretches during class. | Observe the level of enthusiasm and participation during and after these physical activities. |
- Do and don'ts
| Do's | Don'ts |
|---|---|
| Encourage the student constantly | Don't label or criticize them for their inactivity |
| Incorporate physical movement into lessons | Don't give lengthy lectures without any interactive segments |
| Use a variety of teaching methods | Don't stick to one teaching style that doesn't resonate with the student |
- Further reading and research
-
Resources:
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Sedentary Behavior, Physical Activity, and Cognitive Health in Older Adults
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Increasing Student Success Through Instruction in Self-Determination
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Keywords: Sedentary Behavior, Self-Determination in Education, Physical Activity in Classroom.