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

No useful habits/routines present
The lack of habits/routines makes it appear that each environmental event is experienced as being novel, leaving the individual to ineffectively and inefficiently struggle, and often fail, to complete common, routine tasks.
Habits/routines useful and adaptive
Individuals use habits adaptively to facilitate the effective preparation for and efficient problem-solving, while avoiding the need to repeatedly derive novel solutions or plans for recurring activities.
Compulsive, rigid habits/routines that interfere with daily functioning
Overwhelmingly preoccupied with the details and execution of habits/routines causing excessive consumption of time and energy, and interfering with flexibility necessary to address common and novel challenges of daily life.

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:

Habits/compulsions - managing recurring habits: Habits are well-practiced routines that are essential for managing daily function by creating efficiency and effectiveness processes for managing recurring tasks and addressing familiar problems. Habits are automatic behaviors, but, when necessary for successful adaptation, can be modified to accommodate changing circumstances.
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His/her profile is as follows:

No useful habits/routines present: The lack of habits/routines makes it appear that each environmental event is experienced as being novel, leaving the individual to ineffectively and inefficiently struggle, and often fail, to complete common, routine tasks.

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
Inefficiency in tasks	The student struggles with routine tasks, leading to extended time usage.
Unpredictable responses	Lack of habits/routines triggers a unique response to familiar events, causing inconsistency.
Difficulty adapting	Without habits, adapting to variations or challenging situations becomes difficult.

Efficient, evidence-based strategies to support this student

Title	Description	Implementation Steps	Parameters to Monitor
Establish a Routine	Helps build familiarity and consistency.	- Use a set schedule for class activities. - Repeat assignments with similar structure. - Implement consistent consequences for actions.	Track student's comfort and performance with the routine. Adjust routine as necessary.
Break Tasks into Smaller Steps	Make tasks manageable and less overwhelming.	- Divide big tasks into smaller, achievable parts. - Have the student complete and gain confidence from each step.	Observe the ease in task completion and comprehension. Change complexity of steps as necessary.
Use Visual Aids	Visual representation can guide the student through tasks.	- Use diagrams, flow charts, or lists to outline tasks. - Understand the student's preferred learning style to tailor the aids.	Monitor student's understanding and progress using the aids. Adjust as necessary.

Do and Don'ts

Do's	Don'ts
Do be patient and consistent.	Don't expect immediate change.
Do recognize and praise progress.	Don't punish mistakes, instead use them as learning opportunities.
Do show empathy and understanding.	Don't compare the student to others.

Further reading and research

Recommended resources:

"The Power of Habit" by Charles Duhigg
"Atomic Habits: An Easy & Proven Way to Build Good Habits & Break Bad Ones" by James Clear

Research Keywords: Habit Formation, Behavior Modification, Visual Learning Strategies, Task Decomposition.