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 2nd grade 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 2nd grade 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 |
|---|---|
| Distraction | The student may have trouble keeping focus during both independent and group play |
| Lack of structured play | Play activities might lack structure, resulting in wasted time and less enjoyment |
| Poor social skills | The student might struggle with issues like sharing, communication, and managing conflict during shared play |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Providing Structure | Structured play activities can give the student a sense of predictability and security | 1. Design games and activities with clear rules 2. Assign roles in group activities | Monitor for signs of increased focus and cooperation during play activities. Adjust by adding more group tasks and roles |
| Use Visual Schedules | Visual schedules can help the student understand what is coming next and prepare them for transitions | 1. Include pictures for main play activities 2. Allow the student to interact with the schedule | Monitor for ease of transition and waiting times. Adjust by revising and clarifying schedule |
| Introduce "Buddy System" | Having a buddy during playtime can help improve social skills and maintain organized play | 1. Pair students up for games and activities 2. Rotate partners regularly | Monitor for improved social interaction. Adjust by facilitating more opportunities for interaction |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Offer choices during playtime | Don't force play. This may lead to the student feeling overwhelmed |
| Point out positive behaviors during play | Don't criticize when the student slips back into old habits. Instead, reinforce the expected behavior. |
- Further reading and research
- Book: "Child Behavior: The Classic Child Care Manual from the Gesell Institute of Human Development" by Francis L. Ilg and Louis Bates Ames.
- Research Article: "The role of play in promoting children's positive school adjustment: An intervention study" by Bierman, K. L. & Erath, S. (2006).
Keywords for further research: Structured play in classroom, improving social skills through play, visual schedules for children.