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 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: 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. <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: 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. 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 |
|---|---|
| Resistance to change | The student may be distressed or upset when their habitual routine is not followed and might resist adjusting to new or modified habits. |
| Time management | The student's habit reliance for efficiency may negatively affect their ability to manage novel or unique tasks effectively. |
| Dependence on routine | The student might lack flexibility in thought and problem-solving due to their dependence on routine. They may struggle when expected to deviate from their habitual behaviors. |
2. Efficient, evidence-based strategies to support this student
| Title | Brief Description and Why it is Efficient | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Flexible Thinking | Promoting flexibility in thought processing to handle adjustments in routine or novel tasks. | Encourage the student to consider and plan for multiple potential solutions or outcomes. Present them with hypothetical scenarios. | Monitor the ease with which the student adapts to changes. Adjust the complexity of hypothetical scenarios based on the student's progress. |
| Time Management Training | Training to manage time effectively for unique tasks. | Incorporate activities which require students to estimate the time they will need to complete different tasks. | Monitor the student's ability to effectively estimate and manage their time. Gradually increase the complexity of tasks with progress. |
| Task Variation | Encourage the capacity to adapt by varying tasks. | Introduce variations in problems or activities related to their repeated routines, to promote flexible thinking. | Monitor the ease with which they can adapt to these varying tasks. Adapt the level and frequency of variation based on the student's progress. |
3. Do and Don'ts
| Do | Don't |
|---|---|
| Do encourage small, incremental changes to routine. | Don't make drastic changes to routine all at once. |
| Do provide positive feedback when the student successfully adapts to a changed routine. | Don't criticise or show disappointment when the student struggles with changes. |
| Do gradually introduce new types of problems or tasks. | Don't overload the student with completely unfamiliar tasks. |
4. Further Reading and Research
- Books:
- "Smart but Scattered" by Peg Dawson and Richard Guare
- "Flexible and Focused! Teaching Executive Function Skills to Individuals with Autism and Attention Disorders" by Adel Najdowski
- Keywords for further research: Habits, Compulsions, Adaptive Routines, Task Variation, Time Management, Flexible Thinking.