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

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.
Maintains appropriate activity level
Activity level management is regulating one's motor and cognitive activity levels flexibly and adaptively by increasing activity levels when the environment permits and/or requires it and, similarly, decreasing activity levels when required. Appropriate activity regulation conserves resources (e.g., time and energy) necessary for adapting to the demands of the environment.
Hyperactivity disrupting adaptive functioning
Hyperactivity refers to persistent high levels of motor and/or cognitive activity, irrespective of the demands of the task or the environment.

I am:

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:

Hyperactivity disrupting adaptive functioning: Hyperactivity refers to persistent high levels of motor and/or cognitive activity, irrespective of the demands of the task 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
Managing attention	The student may show difficulty focusing on a single task or topic for extended periods. Distractions easily sidetrack them.
Impulsivity	The student may act without fully considering the implications or may struggle to wait their turn in class discussions.
Excessive energy	The student may display frequent physical movement and restlessness, struggling to sit still during classes.
Maintaining organization	The student may find it hard to keep track of their homework, textbooks, and personal belongings. They may also have difficulty planning ahead and managing time.

Efficient, evidence-based strategies to support this student

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Structured environment	Creating an ordered, predictable environment helps students with hyperactivity. It reduces distractions and can create a calming influence.	Use consistent schedules and routines. Assign specific places for everything, e.g., textbooks, calculators.	Monitor student's response to the structured environment. Adjust the classroom setup or daily routine as needed.
Active Learning Techniques	These techniques engage students physically and cognitively, thus harnessing their energy for productive learning.	Incorporate hands-on activities, experiments, discussion groups into your lessons.	Observe the student's involvement and understanding of topics covered. Adjust the complexity and type of activities as necessary.
Break down tasks	Large tasks can seem overwhelming and can lead to frustration. Breaking big tasks into smaller, manageable parts helps maintain focus and a sense of achievement.	Divide assignments into sub-tasks. Provide clear, step-by-step instructions for each part.	Check student’s completion of each step and their understanding before moving on to a new task. Adjust task breakdown based on the student's capabilities.
Positive Reinforcement	Encouragement and acknowledgement of success can go a long way in promoting desired behavior.	Regularly recognize the student's effort and progress, no matter how small. Reward and praise their good behaviors.	Keep track of changes in student's behavior and adjust rewards and acknowledgments to motivate them.

Do’s and Don’ts

Do's	Don'ts
Do provide clear instructions.	Don't ignore disruptions caused by the student, manage it properly
Do encourage self-monitoring and self-regulation	Don't ridicule the student for their hyperactivity
Do involve the student in hands-on activities.	Don't punish the student for behaviors they can't control.
Do be patient and understanding.	Don't place the student in stressful, overstimulating environments.

Further reading and research

Resources:

Attention-Deficit/Hyperactivity Disorder (ADHD): The Basics by the National Institute of Mental Health
Tips for Teachers: Ways to help students who have ADHD by CHADD

Keywords: Hyperactivity, ADHD, Disruptive behavior management, Child and Adolescent Psychiatry, Active Learning Techniques, Positive Reinforcement