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

Does not play alone or with others
The inability or failure to engage in social or individual play.
Appropriately and flexibly engages in and sustains play alone and with others
Individuals comfortably, frequently, and flexibly engage, by self or with others, in activities that include imagination, practice in artificial settings, games, and other activities in which to share joy and interactions or to practice skills and problem-solving.
Disruptive/disorganized play alone and with others
Engages in disorganized and/or problematic play that lacks enjoyment and/or the achievement of developmentally appropriate goals.

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:

Plays by Self and with Others - playing alone and with others: Play is a complex set of behaviors, largely for the purpose of enjoyment, but while also providing a tool for experimentation and problem-solving. Play activities include social and imaginary use of objects and relationships, as well as opportunities to practice a full spectrum of social skills, behavioral control, problem solving and more. The complexity and function of play develops in parallel along with development of cognitive and motor function, routines and habits, knowledge and skills, etc. Play takes place in individual and social contexts. It may include games and toys, as well as tools and tasks typically a part of daily work (e.g., pencils, cooking utensils, sports equipment, etc.). While play may seem to have little purpose, it is a serious attempt at mastery and practice that sets the stage for real-life skills and activities.
<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:

Disruptive/disorganized play alone and with others: Engages in disorganized and/or problematic play that lacks enjoyment and/or the achievement of developmentally appropriate goals.

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
Difficulty engaging in organized play	To expect the student to take independent action without proper organization can lead to disruptive or disorganized actions.
Lack of enjoyment in play	This may reflect a struggle with personal engagement and emotional connection, which could be a symptom of underlying issues.
Failure to achieve developmentally appropriate goals	This could suggest that the student is experiencing difficulties with problem-solving and goal-setting.

Efficient, evidence-based strategies to support this student

Title	Description	Implementation Steps	Parameters to Monitor and Adjust
Structured Play	This will help the student get engaged and enjoy the play time. It's efficient because it provides clear guidelines and reduces anxiety.	- Provide specific rules for play. - Set goals for each play session. - Organize group play sessions with clear roles.	Monitor the student's behaviour for any signs of discomfort or confusion. Adjust the level of structure if needed.
Peer Modelling	This technique can help students learn to play appropriately by observing their peers. This is efficient because it promotes social learning and enhances communication skills.	- Identify peers who play effectively and can serve as models. - Arrange opportunities for the student to observe and interact with these peers in structured play.	Observe how the student reacts to the peer models and adjust the strategy according to his/her comfort.
Small-Group Strategy Instructions	Providing explicit instructions can support students in better understanding and organizing their play efforts.	- Group the students into small, manageable teams. - Provide explicit instructions for play tasks. - Offer feedback and reinforcement for achieved goals.	Monitor student’s behavior, engagement, and progress in the play tasks. Adjust group size, instructions, and feedback methods as necessary for student success.

Do and Don'ts

Do's	Don'ts
Regularly provide constructive feedback.	Do not assume the student will improve without intervention.
Adapt the environment to meet the student's needs.	Do not punish the student for failing to play adequately.
Encourage cooperative play to build social skills.	Avoid pushing the student to engage without providing adequate support or structure.

Further Reading and Research

Resources:

"Social and Emotional Development of Exceptional Students" by Caitlin F. Elias and Sarah R. Powell.
"Promoting Social Interaction for Young Children with Autism in Inclusive Settings" by S. Bellini.

Keywords for Research:

"Social Skills development", "Structured Play in learning", "Modeling in Education", "Behavior Management in Classroom".