During most classroom activities, Elise strived to listen and engage in learning. Sometimes when she did not understand a concept and would repeatedly ask questions, she became physically pink in the face. On several occasions, she raised her hand during math, to comment that she could not hear the teacher because of other students talking, and also seemed pink in the face. She would also take the initiative to close the classroom door when there was some distractions in the hallway. In her perception, she seemed to work best in a quiet environment, evidenced by her disposition to be uncomfortable in a chatty instructional environment.
Her temperament often seemed mild, but as with most people, she was upset when things she cared about did go to her advantage. For example, she was upset when she did not win the class vote to be the Student Council representative, and when she was not picked to be the princess in the play, after auditioning, and practicing independently for several recesses. This was seen through her deflated affect during math, as in she did not talk much, participate, and she also told the teacher that she was eager to go home and take a nap before doing her homework. Her parents had also mentioned that Elise had seemed upset at home when she was not selected for participation on these two occasions. Elise had a strong desire to participate in several public speaking related activities, but became upset when she was not selected.