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 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:

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.
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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
Lack of social-emotional development	The student exhibits difficulty in cooperating, compromising and understanding social dynamics.
Poor focus and concentration levels	The student has difficulty maintaining attention or discipline in tasks and play.
Limited problem-solving abilities	The student avoids activities or tasks that require reasoning, strategizing, or creative thinking.
Inadequate communication and interaction	The student struggles in expressing thoughts and feelings or understanding those of others.

Efficient, evidence-based strategies to support this student

Title	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Structured Playtime	By providing a structured playtime, you create scenarios where the student can experiment with social dynamics, cognitive strategies, and emotional expression in a controlled environment. This method helps in improving focus, problem-solving, and social skills.	1. Arrange frequent small group activities. 2. Utilize engaging educational games to foster concentration and social cooperation. 3. Regularly change the games to introduce new problems and scenarios. 4. Provide simple and clear instructions for each game.	Monitor the student's engagement and understanding of the game rules. Adjust the complexity and the speed of the games according to progress.
Visual Instruction	Visually represented instructions tend to grab more attention of such students and can help in reducing disorganization. This strategy could increase the student's understanding and boost their concentration.	1. Use visual aids for teaching. 2. Use pictures, diagrams, or graphical organizers when giving assignments. 3. Encourage the student to use drawings to express thoughts or solve problems.	Evaluate how effectively student comprehends visual instructions. Adjust the complexity and the frequency of visual aids according to the student's progress.
Positive Reinforcement	Reinforcing the desired behavior can encourage the student to repeat such behaviors, improving overall development.	1. Encourage and reward positive behavior or improvements. 2. Provide feedback on what was right about the action, and why it matters.	Monitor the frequency of positive behaviors exhibited by the student. Adjust the method and amount of reinforcement according to the student's reaction and progress.

Do's and Don'ts

Do's	Don'ts
Use a calm, consistent manner of speaking and interaction.	Do not display frustration or anger when the student has difficulty with tasks.
Clearly state expectations for behavior and tasks.	Avoid multi-step instructions that can lead to confusion.
Encourage teamwork and cooperation through group activities.	Don't isolate the student by setting separate tasks.

Further reading and research
"The Out-of-Sync Child" by Carol Stock Kranowitz
"Smart but Scattered" by Peg Dawson and Richard Guare
"Disruptive Behavior Disorders in Children and Adolescents" by Robert G. Meyer, Christopher M. Weaver

Keywords for further research:

Disruptive behavior in children
Guiding disorganized children
Techniques to enhance concentration in children
Improving social skills in children
Cognitive development through play in children