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:
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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: 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.
Sure, here is a guide to assist you in supporting your student.
1. Overview of the challenges associated with this profile
| Challenges | How They Manifest |
|---|---|
| Inability to focus | The student may have difficulty completing tasks without constant movement or distraction. |
| Impulsivity | The student may act without considering the consequences, interrupting others or acting out of turn. |
| Disruptive behavior | Hyperactivity can lead to behavioral issues in the classroom, such as fidgeting, talking excessively, or difficulty staying seated. |
2. Efficient, evidence-based strategies to support this student
| Strategy Title | Description and Why it is Efficient | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Structured routine | Creating a consistent, clear routine can help students with hyperactivity. This gives them a predictable schedule. | Provide the student with a clear schedule they can check. Regularly remind the student of upcoming changes in the routine. | Monitor to see if the student is better able to transition between activities. If needed, adjust the detail or predictability in the schedule. |
| Physical movement | Physical activity can help to expend excess energy and improve focus. | Implement regular breaks for physical engagement activities such as stretching or movement games. | Observe the student's level of focus after these breaks. Adjust the frequency or duration of these activities as necessary. |
| Multi-sensory learning | Incorporating multiple senses can appeal to the student's need for stimulation. | Use visuals, audios, movement, and touch in your lessons. For example, use colorful pictures or sounds in your presentations. | Monitor the student's engagement and adjust the use of senses accordingly. |
3. Do and don'ts
| Do | Don't |
|---|---|
| Provide clear and concise instructions. | Don't give too many instructions at once. |
| Give positive reinforcement for good behavior. | Don't focus solely on negative behaviors. |
| Allow for short, frequent breaks. | Don't expect the student to sit still for extended periods of time. |
4. Further reading and research
- Websites: Understood.org, CHADD.org
- Books: "Attention Girls! A Guide to Learn All About Your ADHD" by Patricia O. Quinn.
- Keywords: Hyperactivity, ADHD, Attention Strategies, Multi-sensory learning.