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: Self-control - managing impulses and self-regulating behavior: Effective social adaptations and goal seeking requires the ability to resist non-productive impulses and distractions that may interfere with achieving a goal. Self-control is the ability to manage the full spectrum of one's behaviors in order to quickly, flexibly, and effectively adapt as one attempts to meet one's personal and social needs. This means maintaining control over language, social, and motor behavior, while being sensitive and responsive to other environmental factors such as the behaviors of others who are sharing time and space. Self-control includes the ability to both behave proactively and reactively, as well as to inhibit unnecessary or inappropriate behavior. His/her profile is as follows: Excessively uninhibited behavior: In the face of significant needs, social demands or goals, behavior is maladaptive, impulsive, and/or unpredictable, interfering with successful goal attainment and adaptation. 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 |
|---|---|
| Impulsivity | The student may act without thinking, leading to unsuitable actions or comments. |
| Unpredictable behavior | The student's behavior can be volatile and unexpected, making it difficult for others to anticipate and manage. |
| Difficulty with goal attainment | The impulsivity and unpredictability can interfere with the student's ability to focus on and achieve goals. |
| Social Interactions | Excessive uninhibited behavior might impact social engagement with peers and teachers, possibly leading to isolation. |
- Efficient, evidence-based strategies to support this student
| Strategy Title | Description | Implementation Steps | Parameters to Monitor |
|---|---|---|---|
| Behavior Reinforcement | Positive reinforcement encourages the repeat of good behavior. | - Identify and clearly define expected behaviors.- Praise or reward when the student exhibits these.- Be consistent and immediate with feedback. | Response to reinforcement and frequency of desired behavior. |
| Breakdown of Tasks | Breaking larger tasks into manageable portions can reduce impulsivity. | - Divide assignments into smaller parts.- Guide the student through each step.- Allow breaks between tasks. | The student's ability to complete each part and focus duration. |
| Clear expectations and rules | Clearly stated expectations can help the student to align their actions more appropriately. | - Establish clear classroom rules.- Communicate expectations clearly before each class or activity.- Ensure the student understands and acknowledges. | Levels of rule compliance. |
| Self-monitoring Strategies | Teaching the student self-monitoring can help them take control of their behavior. | - Discuss the importance of self-regulation.- Utilize tools like checklists to track behavior.- Encourage the student to self-evaluate and adjust. | Student's response and adjustments based on self-monitoring. |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Do provide structure and routine. | Don't punish without explaining why. |
| Do give immediate and targeted feedback. | Don't assume misbehavior is intentional. |
| Do praise specific behaviors, not just the student. | Don't use vague or broad rule-setting. |
| Do address the behaviour, not the character of the student. | Don't ignore small improvements. |
- Further reading and research
- Books:
- "Lost at School" by Ross W. Greene
- "The Explosive Child" by Ross W. Greene
- Online resources:
- The ADDitude website: Guide for teachers (www.additudemag.com)
- Understood.org: Classroom strategies (www.understood.org)
- Keywords for your own research:
- Impulsivity in children
- Classroom strategies for behavioral challenges
- Self-regulation strategies in classroom
- Behavioral reinforcement in teaching.