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.

I want to help my children/student in the following, more specific area:Help

Attention/Concentration - regulating attention and concentration
Attention is the ability to focus interests, cognition, emotions and/or other resources on a particular object, goal, idea, effort, activity, etc. Attention and concentration are cognitive processes that allow for the selection and focus on a particular task or object (including goals, ideas, etc.) for some period of time. It is usually easier to pay attention when there is strong interest, feeling or commitment to a particular topic or goal. Concentration and attention can vary by environment and other concomitant obligations. Attention and concentration often require active avoidance of distraction. Failure to maintain attention often leads to mistakes and interruptions in important tasks.
Planning and Organization - developing plans to complete tasks
Planning and organization, often referred to as "executive functions," make it possible to allocate cognitive and other resources to successfully sequence and complete tasks. Planning and organization are learned skills that require the appropriate application of attention, cognitive ability, and memory in order to create and sustain a plan. This includes both short-term and long-term planning for projects, assignments, and other activities. It also includes the monitoring of these processes and plans in order to assure progress toward the desired goal. While younger children have difficulty with executive functions due to a limited concept of time, with maturity, it is possible to manage more and multiple complex tasks, with intermixed goals and objectives.
Memory/Recall - expending effort and employing strategies for remembering and recalling
Memory is a complex biological function that allows for the brain to store and recall factual information and related emotional and other factors that are linked to the facts. There are multiple forms of memory to account for different uses of the stored information. Short-term memory is for the management of information that is needed temporarily to complete a brief task. For intermediate level activities, information from short-term memory is transferred to working memory for more extended task completion. Long-term memory is information that may be used again and again and/or over extended periods of time. The durability of a particular memory depends a great deal on the importance of that which is being remembered, the linkages of that memory to other important factors (i.e., emotions, location, sensory associations, other memories, etc.), repetition of the memory over the course of time, and distractions or disruptions when the memory is being stored.
Abstract Thinking - understanding and applying abstract concepts, such as analogies and metaphors
Abstraction is the ability to think flexibly about ideas rather than just concrete circumstances, including words and events. The ability to engage in abstract thinking is essential to many forms of human expression, including mathematics, science, literature, play, humor etc. Abstract thinking includes skills such as the ability to think about numbers without having something to count, and to play "make-believe" or to tell an imaginary story (e.g., fairy tales). Without abstract thinking, it is difficult to expand thoughts and ideas beyond the concrete objects, limiting creative problem-solving.
Thinking Speed - adapting thinking speed to meet situational demands
The pace of adaptive thinking varies to meet the demands of the task. Multiple factors contribute to the enormous variation in thinking speed as individuals process information, including attention, intellectual ability, interests, familiarity, and memory, as well as environment and practice. It is important to manage thinking speed in order to allocate flexible amounts of time to appropriately address varying problems and challenges. Thinking faster is not always helpful as it may lead to errors, whereas thinking slowly may lead to missed opportunities. Finding successful balance in regulating thinking speed is essential for successful adaptation.
Self-Image - recognizing one's own strengths and weaknesses
Self-image is the internal sense of identity. It not only includes objective perception of self, along with wishes and aspirations as well as the notion of how one compares to others. The objective components of self-image include perceptions of how one looks, feels, thinks, and acts, placed in a cultural frame, that includes lessons learned from peers, family members, and the community (e.g., role models, social media, etc.).
Task Completion - recognizing beginning, structure, and end of tasks

In this area, my children/student displays the following behavior:Help

Does not remember or recall even essential information
Unwilling or unable to recall items from short-term and/or long-term memory.
Can prioritize and use memory tools (mnemonics) for memory or recall
Having the ability to remember long enough for repetition and the useful, adaptive application of the acquired memory to meet a need is the foundation of learning and planning. With practice, appropriate priority setting, and the flexible use of memory tools, memories are flexibly used for problem-solving and creative processes.
Tries to, or does, memorize everything, without differentiating essential from non-essential, interfering with overall functioning
Remembers or thinks they remember everything down to the last, minute, often irrelevant detail. This leads to an inability to separate important from unimportant information, impairing problem solving and adaptation.

I am:

This is the generated guide:

View prompt

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:

Memory/Recall - expending effort and employing strategies for remembering and recalling: Memory is a complex biological function that allows for the brain to store and recall factual information and related emotional and other factors that are linked to the facts. There are multiple forms of memory to account for different uses of the stored information. Short-term memory is for the management of information that is needed temporarily to complete a brief task. For intermediate level activities, information from short-term memory is transferred to working memory for more extended task completion. Long-term memory is information that may be used again and again and/or over extended periods of time. The durability of a particular memory depends a great deal on the importance of that which is being remembered, the linkages of that memory to other important factors (i.e., emotions, location, sensory associations, other memories, etc.), repetition of the memory over the course of time, and distractions or disruptions when the memory is being stored.

His/her profile is as follows:

Can prioritize and use memory tools (mnemonics) for memory or recall: Having the ability to remember long enough for repetition and the useful, adaptive application of the acquired memory to meet a need is the foundation of learning and planning. With practice, appropriate priority setting, and the flexible use of memory tools, memories are flexibly used for problem-solving and creative processes.

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
Focusing attention and recall	Student may have difficulty focusing on tasks that aren't of high interest, which can affect the effectiveness of recall strategies.
Over-reliance on mnemonics	Excessive reliance on memory tools may hinder understanding of the actual materials/content.
Pressure to remember	The student may experience anxiety about forgetting important details, resulting in decreased performance.
Memorization vs understanding	Memorization does not necessarily equate to understanding—students may recall facts but fail to comprehend the underlying concepts.

Efficient, evidence-based strategies to support this student

Title	Description & Efficiency	Implementation Steps	Parameters to monitor and adjust
Cycle of Review	Reinforces information retention and material comprehension.	1. Review material in small sections. 2. Revisit the material periodically. 3. Encourage students to self-test.	Monitor the frequency of reviews and adjust according to student progress.
Dual Coding	Combines visual and verbal information to enhance memory.	1. Incorporate images, diagrams, infographics with verbal teaching. 2. Ask students to draw or represent ideas.	Evaluate the effectiveness of the visuals used and the student engagement with them.
Mind Mapping	Helps students visually organise and link information.	1. Demonstrate how to create a mind map. 2. Encourage students to make their own.	Analyze if the mind map helps in understanding the relationships between concepts.
Interleaved Practice	Mixing different types of problems or subjects boosts memory and transfer of skills.	1. Mix different types of problems within a single study session.	Monitor the student's ability to switch between tasks and topics.
Self-Explanation	Encourages students to explain their thought process, fostering understanding and memory.	1. Encourage students to articulate their understanding verbally or in writings.	Notice if the student can explain the topic correctly and monitor progress over time.

Do's & Don'ts

Do's	Don'ts
Regularly revisit and review previously covered materials.	Avoid pressuring students to recall all information immediately.
Set clear goals and expectations for each activity.	Do not overload with information, give information in manageable portions.
Incorporate interactive activities that involve problem-solving and critical thinking.	Do not rely solely on mnemonic devices for teaching.
Use real-life examples to build connections.	Avoid teaching in only abstract concepts; make learning relatable.

Further reading and research

"Make It Stick: The Science of Successful Learning" by Peter C. Brown
"Understanding Working Memory" by Tracy Packiam Alloway

Keyword for further research

Cognitive Load Theory
Dual Coding Theory
Retrieval Practice
Interleaved Practice