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: 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. 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.
1. Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Inconsistently adapting to different activity levels | Difficulty in ramping up activity during energetic tasks or in damping down activity during quiet or concentrated work. |
| Inefficient resource use | May burn out quickly due to high activity levels during low-demand tasks or may struggle to complete tasks due to insufficient energy during high-demand tasks. |
| Struggling to adhere to societal and classroom norms | May be perceived as 'hyperactive' during quiet times or as 'lazy' or 'uninterested' during active tasks. |
2. Efficient, evidence-based strategies to support this student
| Strategy Title | Description | Implementation Steps | Parameters to Adjust |
|---|---|---|---|
| Activity Modulation Training | Teaching the student to identify and modulate their activity level according to the situational requirements. | (1) Discuss examples of high-energy and low-energy activities. (2) Practice modulating activity levels during different tasks. (3) Give feedback on performance. | Feedback frequency, scaffolding of examples |
| Task-based Rewards | Establish a rewards system to motivate student to match their activity level to the task. | (1) Discuss appropriate activity levels for different tasks. (2) Establish rewards for correct matching. (3) Regularly review and adjust rewards as needed. | Reward sizes, reward frequency, conditions for earning rewards |
| Mindfulness Training | Helps student to be aware of their activity level and make conscious adjustments. | (1) Teach student basic mindfulness exercises. (2) Encourage regular mindfulness practice. (3) Apply mindfulness to activity-level adjustments. | Frequency of mindfulness exercises, types of exercises used |
3. Do and don'ts
| Do's | Don'ts |
|---|---|
| Consistently provide clear expectations for appropriate activity levels for each task. | Don't label the student as 'hyperactive' or 'lazy.' These labels can stigmatize and demotivate them. |
| Reward appropriate activity-level adjustment real-time to reinforce positive behavior. | Don't expect immediate changes. Modulating activity level is a skill that needs to be learned and practiced. |
| Be patient and understanding. Learning to modulate activity levels is a journey. | Don't compare the student to others. It can lead to feelings of inadequacy and frustration. |
4. Further reading and research
- Books: "Activity Level Modulation: Strategies for Children and Adolescents" by David Anderson.
- Research Papers: "Cognitive-Behavioral Therapy for ADHD in Youth" by Eric A. Youngstrom.
- Keywords for Research: Activity Level Modulation, ADHD Strategies for Teachers, Reward Systems in Classroom management.