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 12th 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 12th 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 often acts without thinking and makes snap decisions, which might have negative setbacks. |
| Limited self-control | The student struggles to regulate their behavior, often yielding to distractions and failing to meet set goals. |
| Difficulty adapting | In situations that require flexibility and adjustment, the student may have difficulty adjusting their behavior and may stay stuck in old, maladaptive behaviors. |
- Efficient, evidence-based strategies to support this student
| Title | Brief Description and Why it is Efficient | Implementation Steps | Parameters to Monitor and Adjust |
|---|---|---|---|
| Behavior Management Techniques | These strategies involve setting clear expectations and consequences, promoting structure and predictability. This can reduce impulsiveness and increase self-control. | set clear defined rules; consistently implement penalties for rule breaking; provide regular opportunities for student to practice good behavior | Monitor behavior changes; adjust rules and consequences as necessary; seek student feedback on rules and consequences |
| Mindfulness Training | Practicing mindfulness can help increase impulse control and self-regulation by bringing attention to thoughts and actions in the present moment. | Incorporate mindfulness activities into class routine; encourage student to practice mindfulness at home | Regularly assess student's ability to focus and self-regulate; modify mindfulness activities based on student's responses |
| Executive Function Skill-Building | Activities that build executive function skills can help strengthen self-control and adaptive behaviors. | Design tasks that require planning, problem-solving and flexible thinking; provide feedback on student's performance | Track student's improvements in executive function-related tasks; adjust tasks as necessary to keep challenging the student |
- Do's and Don'ts
| Do's | Don'ts |
|---|---|
| Provide clear expectations and consistent consequences | Don't punish the student without first explaining why the behavior is unacceptable |
| Encourage the student regularly and provide positive feedback | Don't dismiss or minimize the student's feelings or struggles |
| Get to know the student and build a supportive relationship | Don't expect changes to occur rapidly; changing behavior takes time and patience |
- Further reading and research
- "Teaching Kids with Mental Health & Learning Disorders in the Regular Classroom" by Myles L. Cooley
- "The Explosive Child" by Ross W. Greene
- "Self-Regulation Interventions and Strategies" by Teresa Garland
Keywords for research:
- Childhood impulsivity
- Strategies for teaching self-control skills
- Behavior management strategies
- Mindfulness in classroom
- Executive function skill-building