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: Activity Level - maintaining physical and cognitive activity: For successful adaptation, it is critical that individuals apply activity levels consistent with the tasks and the environment. Activity consists of all manner of functions, including gross and fine motor activity as well as cognition, emotions, and other aspects of biological and social functioning. <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: Maintains appropriate activity level: Activity level management is regulating one's motor and cognitive activity levels flexibly and adaptively by increasing activity levels when the environment permits and/or requires it and, similarly, decreasing activity levels when required. Appropriate activity regulation conserves resources (e.g., time and energy) necessary for adapting to the demands of the environment. 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.
1. Overview of the challenges associated with this profile
| Challenges | How they manifest |
|---|---|
| Difficulty in transitioning | The student may struggle when transitioning from high to low activity tasks, i.e. from recess to a quiet reading time. |
| Over or under stimulating environments | Over stimulating environments may cause the student to become hyperactive while under stimulating environments might make the student appear lazy. |
| Difficulty in maintaining focus | The student may struggle to concentrate on tasks that need a high level of cognitive activity, for example, complex problem-solving tasks. |
2. Efficient, evidence-based strategies to support this student
| Title | Brief Description | Specific Implementations steps | Parameters to monitor |
|---|---|---|---|
| Customize Learning Environment | Different students thrive in various settings. Adjust the learning environment to suit the student's activity level. This boosts productivity and engagement. | Change seating plan so the student can concentrate better, provide headphones for a less distracting environment, or give the student a stress ball to manage fidgeting. | Monitor how the new changes are impacting the student's attentiveness, distraction levels, and work completion. |
| Use Active Learning Strategies | Incorporating movements in lessons helps keep students engaged and focused. | Incorporate physical activities into learning such as acting out scenes from a story or playing math games. | Monitor student engagement and learning outcomes after implementing active learning strategies. |
| Schedule Strategic Breaks | Regular breaks can improve concentration and productivity. | Incorporate short brain breaks every 15-20 minutes during challenging tasks. These can include physical activities or relaxation techniques. | Monitor the effects of break timings and activities on student after-break performance. |
3. Do’s and Don'ts
| Do's | Don'ts |
|---|---|
| Encourage task-focused behavior. | Do not label the student as lazy or hyperactive. |
| Recognize and praise the student’s progress and effort. | Do not engage in comparison with other students. |
| Constantly communicate with the student to understand their needs. | Do not force a one-size-fits-all approach. |
4. Further reading and research
Books:
- “Driven to Distraction” by Edward Hallowell
- “Smart but Scattered” by Peg Dawson
Websites:
- Understood.org
- ADDitude – Inside the ADHD mind
Keywords for research:
- ADHD strategies in the classroom
- Adapting learning environments
- Active learning strategies
- Sensory Processing Disorder (SPD)
- Strategies to improve focus in the classroom.