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: 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 |
|---|---|
| Maintaining focus | Difficulty in focusing on one task at a time, easily distracted |
| Behavioural control | Excessive fidgeting, trouble staying seated for extended periods |
| Impulsivity | Difficulty in waiting their turn, acts without thinking of consequences |
| Emotional regulation | May have difficulty managing frustrating situations, temper outbursts would be common |
- Efficient, evidence-based strategies to support this student
| Title | Description and Why It's Efficient | Specific Implementation Steps | Parameters to monitor and adjust |
|---|---|---|---|
| Structured learning Environment | A predictable routine can lower stress levels and make it easier for the student to manage themselves | Plan the day with a visual schedule, try to maintain routines | Monitor the student's adaptation to the routine, adjust the structure accordingly |
| Use of Body Movement | Implementing body movement and kinesthetic learning techniques can make the learning more enjoyable and easier to stay focused | Do energizers or use learning tools that require movement, allow standing or moving while working | Monitor the student's focus while these techniques, adjust techniques and frequency as needed |
| Use of Break cards | Break cards allow the student to self-regulate and take a break when needed, therefore reducing disruptive behavior | Provide a set amount of break cards to be used when needed, empathize the user responsibility and decision making skills involved | Monitor student's effective usage of break cards, adjust number and rules as necessay. |
| Positive Reinforcement | Motivates good behavior and helps in behavioral change | Reward good behavior with points or tokens that can be exchanged for privileges or treats | Continuously evaluate the effectiveness of the rewards, adjust rewards to adhere to the interest of the student |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Be patient, calm and consistent | Don't lose your cool or shout at the student |
| Encourage, praise and reward positive behavior | Don't focus on the negatives |
| Use visual cues and reminders | Avoid long verbal instructions or commands |
| Try to keep a structured, predictable routine | Avoid sudden changes in routine or unfamilar situations without preperation |
- Further reading and research
- Book: “Driven to Distraction (Revised): Recognizing and Coping with Attention Deficit Disorder” by Edward M. Hallowell and John J. Ratey
- Article: Understanding ADHD: Tips for Teachers
- Keywords for research: ADHD interventions, kinesthetic learning strategies, behavioral management strategies, self-regulation strategies, ADHD classroom strategies.