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 parent. I am looking for suggestions on how to support my child according to their strengths and needs. You are a child and adolescent psychiatrist. Your role is to provide guidance to a parent on how to support child according to their strengths and needs. My child 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 child. 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 child 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 at home, and lead to this child nurturing his strengths and building resilience. 3. Do and don'ts List common mistakes to avoid and best practices to follow when supporting this child. 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.
1. Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Impulsivity | Your child may act without thinking, leading to risky behaviors or difficulties with social interactions. |
| Difficulty focusing | Your child might find it difficult to maintain attention on tasks for a prolonged period of time. |
| Difficulty adapting to quieter, slow-paced environments | Your child might struggle in environments that require calm, patience or silence such as school classrooms or libraries. |
| Restlessness | Your child might be unable to sit still and feel a constant need to move. |
2. Efficient, evidence-based strategies to support this child
| Title | Description and Efficiency | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Scheduled Activity Time | By providing scheduled times for activity, your child can learn to focus excess energy into these periods. This can help manage hyperactivity during quieter times of the day. | Set specific times during the day for physical activities. Gradually increase the quiet times between the activity periods. | Monitor improvement in focus and restlessness during non-activity times. Adjust the duration and frequency of scheduled activities as required. |
| Structured Environment | A predictable, structured environment makes it easier for your child to follow routines, anticipate upcoming tasks, and reduces anxiety. | Maintain a daily routine for meals, homework, playtime, and bedtimes. Utilize visual schedules or reminders. | Assess your child's ability to adhere to routines and adjust the structure and predictability based on their needs. |
| Behavioral Reinforcement Techniques | These involve rewarding preferred behaviors which can help your child learn to manage their hyperactivity. | Provide positive feedback and rewards when your child shows control over their hyperactivity. | Monitor the behaviors being improved and adjust the rewards to keep your child motivated. |
3. Do and don'ts
| Do | Don't |
|---|---|
| Provide clear, concise instructions. | Don't overwhelm your child with too many tasks at once. |
| Practice patience and understanding. | Don't punish your child for behaviors related to hyperactivity. |
| Encourage outdoor, physical activity. | Don't restrict movement excessively; hyperactive children need active time. |
4. Further reading and research
- "Understanding and Supporting Hyperactive Children" by Jennifer B. Kahn
- "Helping Hyperactive Kids – A Sensory Integration Approach" by Lynn J. Horowitz and Cecile Rost
- "Hyperactive Children Grown Up: ADHD in Children, Adolescents, and Adults" by Gabrielle Weiss
Keywords for research: ADHD, Hyperactivity, Behavior Modification, Structured Environment, Sensory Integration, Coping Strategies for Hyperactivity