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

Reading - cognitive and mechanical elements of reading comprehension
Reading is the ability to decode written symbols for purposes of communication and learning. While reading most commonly focuses on symbols referred to as "letters" or "characters" from alphabets, in fact, decoding any symbols is a form of reading, including symbols such as logos, flags, and other devices. Reading most languages requires understanding of components of writing including grammar, syntax, punctuation, sentences, paragraphs etc.
Writing - cognitive and mechanical elements of written expression
Writing is the graphical representation of ideas that consists of two separate and distinct actions. The first is the cognitive process of changing an idea into the symbols (letters, characters, or other) in preparation for writing. The second is the motor process of producing the "written" symbols that present an idea in whatever medium is chosen (paper, computer screen, etc.), in a fashion that is potentially comprehensible by others. While letters and complex symbols form the basis of developmentally sophisticated writing, the simple graphic productions (e.g., scribbles) of young children and others with limited skills, can be very effective communication tools.
Mathematics - cognitively and mechanically performing mathematical operations
Math, or arithmetic, is the ability to manage numerical and/or quantitative ideas, both conceptually and in graphical representations. Mathematical skills evolve over time, beginning using numbers for the concrete counting of objects, evolving into the appreciation that numbers can represent various constructs such as quantity, time, space, etc., that can be manipulated through mathematical operations. Success with math can be confounded by writing difficulty as "imprecise" presentation of numbers leads to errors.
Learning Strategies - adopting and developing strategies for learning new material
Learning strategies are the full spectrum of creative, flexible approaches and tools for the acquisition of new knowledge. It includes all facets of learning in school and extra-curricular settings, as well as how one approaches learning life skills at home and in the community (e.g., music, dance, sports, game playing, cooking, cleaning, community social functions, riding bicycles, magic tricks, etc.) For skillful adaptation, effective and efficient learning strategies must vary with development, experience, and the nature of the learning task. Examples of learning strategies include changing oral tasks into written tasks, breaking large problems into a sequence of small problems, etc.
Academic Motivation - willingness to apply skills and abilities to achieve academic goals
Academic motivation is an individual's general commitment to scholarly/learning activities. It includes not only the determination to acquire knowledge and skills in school, but also the development of the tools necessary to successfully perform in the academic context. While often reduced to "grades," this method fails to capture the commitment necessary to establish and maintain appropriate subject level knowledge and skills (e.g., mathematics, science, language, history, etc.), as well as the willingness to flexibly and adaptively use general and specific resources (e.g., mentors, libraries, collaboration, etc.) needed to succeed.
Gross Motor Skills - strength and coordination of motor skills, e.g., walking, running and jumping
Gross motor skills are generally large amplitude motor movements, most commonly the product of the larger muscle groups of the limbs and trunk. Since there are many muscle groups involved in gross motor activity, they must be coordinated to be effective. Coordination requires input from the kinesthetic, visual, and somatosensory systems, as well as practice for complex tasks, including walking. Skilled gross motor activity sets the stage for success for many activities of daily living, as well as athletics, dance, cycling, driving etc.
Fine Motor Skills - strength and coordination of fine motor skills, e.g., writing, buttoning, use of scissors
Expressive Language includes words and sounds, powerfully augmented by non-verbal communication, including gestures, body posture, facial expression etc. There are many subtle elements that enhance the breadth, depth and nuance of expressive language. These include rate, rhythm, volume, prosody, and tone of speech, as well as vocabulary and word choice. Effective expressive communication requires the flexible, skillful combination of gestures and spoken words. It takes considerable effort to communicate functionally, yet remarkably, even from early life, typically developing individuals are able to express to others their ideas, feelings, wants, and needs. These skills grow in complexity over the course of the lifespan, however, there is considerable variability amongst individuals that depends on biological make-up, cognitive ability, environmental factors, and cultural/social experiences.

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

Unable to use letters, words, and/or grammar for written expression
An individual is either incapable or unwilling to produce letters, characters or other written communicative symbols, and place them in a format that allows successful written communication with others.
Writing is efficient, effective, and developmentally/age appropriate
The flexible and developmentally appropriate production of writing requires the individual to master two skills: 1. The effective production (e.g., hand-writing, computer, etc.) of written symbols (e.g., letters, graphics, etc.); and, 2. The efficient assembly of the symbols to form sequential, clear messages that can be understood by others.
Writing disrupted by excessive speed and/or meticulousness
Must precisely produce the letters, characters or other symbols, often at the expense of completing work or producing effective written communication. As a result, responses include behaviors such as excessive erasing/deleting, and then re-writing in an attempt to achieve perfection.This may appear in the form of "blocks" limiting production or inhibition of writing altogether.

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:

Writing - cognitive and mechanical elements of written expression: Writing is the graphical representation of ideas that consists of two separate and distinct actions. The first is the cognitive process of changing an idea into the symbols (letters, characters, or other) in preparation for writing. The second is the motor process of producing the "written" symbols that present an idea in whatever medium is chosen (paper, computer screen, etc.), in a fashion that is potentially comprehensible by others. While letters and complex symbols form the basis of developmentally sophisticated writing, the simple graphic productions (e.g., scribbles) of young children and others with limited skills, can be very effective communication tools.
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His/her profile is as follows:

Writing is efficient, effective, and developmentally/age appropriate: The flexible and developmentally appropriate production of writing requires the individual to master two skills: 1. The effective production (e.g., hand-writing, computer, etc.) of written symbols (e.g., letters, graphics, etc.); and, 2. The efficient assembly of the symbols to form sequential, clear messages that can be understood by others.

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 Challenges

Challenges	How they Manifest
Balancing creativity and structure	Student might struggle with integrating creative ideas with standard writing formats.
Maintaining technical skills	Problems may arise with handwriting, spelling, and punctuation.
Maintaining focus and momentum	The student might experience difficulties keeping the mental momentum needed for continuous, productive writing.

2. Efficient, Evidence-Based Strategies to Support this Student

Title	Description	Implementation Steps	Parameters to Monitor
Encourage brainstorming	Brainstorming can help the student to structure their thoughts and ideas before writing.	Encourage the student to make a mind map or list of ideas before starting to write.	Monitor how well the student makes use of brainstorming. Adjust as needed.
Promote effective time management	Splitting writing tasks into smaller, manageable parts can help to maintain focus and prevent feeling overwhelmed.	Break down writing tasks into smaller parts, like planning, drafting, and editing. Assign time for each part.	Monitor the student's ability to manage time effectively. Extend or reduce time for each part as needed.
Implement the use of writing tools	Writing tools can help in improving the technical aspect of writing.	Introduce resources, like spell-check, online dictionaries, and grammar-checking tools.	Monitor the student's comfort and proficiency with these tools and adjust use as needed.
Provide constructive feedback	Regular, constructive feedback can improve student's writing over time.	Provide feedback highlighting strong points and areas for improvement regularly.	Adjust the frequency and depth of feedback based on student's comfort and improvement rate.
Encourage reading	Reading can enhance vocabulary and understanding of good writing.	Create a progressive reading list suitable for the student's level. Discuss the books in class.	Monitor student's reading habits and interest in books. Adjust reading list as necessary.

3. Do's and Don'ts

Do's	Don'ts
Encourage creativity and individual ideas.	Don't pressure the student to conform to certain writing styles.
Provide guidance and assistance.	Don't do the work for them - let them take ownership of their writing.
Recognize progress and improvement.	Don’t focus only on flaws and areas for improvement.

4. Further Reading and Research

"The Art of Teaching Writing" by Lucy Calkins.
"Teaching Struggling Writers" by Ralph Fletcher.
Digital Tools for Writing from Edutopia.

Search terms: "supporting effective writing in children", "teaching writing strategies", "improving writing skills in students".