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

Morning Routine - performing routines for starting the day at school
Most people have a set of behaviors or actions for the beginning of each day that generally follow in a usual order and are designed to complete necessary tasks in preparation for the day's activities. They begin with arising with sufficient time to avoid being late for the start of school, work or other daytime obligations; routines may include activities such as toileting, hygiene, dressing appropriately, eating, gathering one's necessary belongings, and departing in a timely fashion so as to arrive at the first appointment of the day. Typically these routines are well-established so that they occur relatively automatically, obviating the need for detailed thinking about each task. In some cases, the individual does some preparation the evening before, in order to assure prompt completion of morning routines.
Transitions - transitioning between activities or places
Leaving home or other sites (e.g., school) requires preparation that is often captured in routines so that all the elements of the departure are well-coordinated, with little emotional or behavioral disruption, and no necessary items are left behind. It is important to anticipate pending transitions and plan for what comes next. The departure requires the timely gathering of objects necessary for the transition, so that the departure can take place in an orderly and timely fashion. Transitions routines often use appropriate social elements (e.g., "Good-bye," "See you tomorrow," "Thank you," waving or hugs, etc.), as well as addressing of safety concerns (e.g., "hold my hand", "put on your seat belt", etc.)
Screen Time - managing screen-based activities (education, games, entertainment, social media)
"Screens" refers to devices such as computers, television, tablets, e-readers, smartphones, and hand-held video games. Regulation of screen time requires careful planning and coordination as the use of "screens" may play crucial roles in both academic and social life. Screen time has two components: duration and content. While some materials and exposures may be safe and appropriate, other can be quite dangerous.

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

No evident routines present for starting the day
Individuals with no morning routines appear to have a random or chaotic beginning of the day, often failing to complete essential activities (e.g., toileting, hygiene, or meals). As a result, they usually arrive at the beginning of their daily activity (e.g., school or work) late, inappropriately attired, not clean, disarrayed/disorganized, still tired, hungry, and without requisite materials.
Appropriate, adaptive routines for starting the day
Individuals establish and appropriately maintain a set of behaviors or actions that generally but fleixbly follow in a usual order and complete necessary preparation for the day. Typically, individuals complete these behaviors relatively automatically, but are not disrupted if variation is required due to changes in schedule or context.
Rigid/inflexible routines that disrupt starting the day
Inflexible, preoccupation with the necessity of completing all elements of all routines, with limited awareness of their purpose or function of the routines leads to delay and inability to complete preparations and begin the day's activity productively. They often arrive at the beginning of the day anxious, frustrated, and still focussed on elements of the morning routine.

I am:

This is the generated guide:

View prompt

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:

Morning Routine - performing routines for starting the day at school: Most people have a set of behaviors or actions for the beginning of each day that generally follow in a usual order and are designed to complete necessary tasks in preparation for the day's activities. They begin with arising with sufficient time to avoid being late for the start of school, work or other daytime obligations; routines may include activities such as toileting, hygiene, dressing appropriately, eating, gathering one's necessary belongings, and departing in a timely fashion so as to arrive at the first appointment of the day. Typically these routines are well-established so that they occur relatively automatically, obviating the need for detailed thinking about each task. In some cases, the individual does some preparation the evening before, in order to assure prompt completion of morning routines.
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His/her profile is as follows:

Rigid/inflexible routines that disrupt starting the day: Inflexible, preoccupation with the necessity of completing all elements of all routines, with limited awareness of their purpose or function of the routines leads to delay and inability to complete preparations and begin the day's activity productively. They often arrive at the beginning of the day anxious, frustrated, and still focussed on elements of the morning routine.

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

Challenges	How they Manifest
Rigid Thought Processes	Student insists on adhering to all elements of their routine, even when it interrupts school day commencement.
Elevated Anxiety Levels	Student displays signs of frustration and anxiety because they were unable to complete their routine to their satisfaction.
Reduced Focus	Student remains preoccupied with unfinished routines, thereby disrupting their attention at the beginning of the day.

Efficient, evidence-based strategies to support this student

Strategy	Description and Efficiency	Implementation Steps	Parameters to Monitor and Adjust
Create a Visual Schedule	A visual schedule can help students understand and manage daily transitions. It can reduce anxiety by setting clear expectations.	1. With the student, identify all the steps in their morning routine. 2. Co-create a visual schedule aligning with the school schedule. 3. Allow students to manipulate the schedule, moving tasks to the "completed" section as they finish.	Monitor how well the student adapts to the visual schedule and whether it reduces morning distress. Adjust timing and order of tasks based on optimal performance patterns.
Table-top Games	Games that require flexibility can help students practice and learn adaptable behaviors.	1. Choose simple games where rules can change or different strategies can win. 2. Incorporate these games into free time. 3. Discuss and reflect on what strategies worked, why, and how they could handle changes better.	Observe student's difficulty or distress levels during gameplay - adjust game complexity or frequency as needed.
Mindfulness and Exercise	Applying mindfulness practices can reduce anxiety and improve focus, while physical exercise can mitigate stress.	1. Introduce guided mindfulness exercises at the start of the day. 2. Allow for some physical activities in the morning, like stretching or a quick walk.	Pay attention to the student's stress levels and focus after these activities. If needed, adjust the duration or type of activity.

Do's and Don'ts

Do's	Don'ts
Do validate their concerns about their routines.	Don't disregard their preoccupation as mere 'stubbornness'.
Do involve the student in creating solutions.	Don't enforce solutions without their input.
Do model flexibility in your own routines and activities.	Don't maintain rigid classroom routines without room for change or flexibility.

Further Reading and Research

For more information about inflexibility and anxiety in students, consider the following resources:

"Child Behavior Disorders and Emotional Issues" by Arnold P. Goldstein
"Anxiety Free Kids: An Interactive Guide for Parents and Children" by Bonnie Zucker

Keywords for further research:

Child anxiety and inflexibility
Cognitive-behavioral strategies for rigidity
School-based interventions for routine preoccupations