Gundam Wing Fan Fiction ❯ Complete Report: Subjects 01-05 ❯ Intake Data ( Chapter 1 )

[ Y - Young Adult: Not suitable for readers under 16 ]

Intake Data Set 1 (Processing Subjects)

Acquired subjects: 01, 02, 03, 04, 05

Subjects were given repeated FDF treatments to reach a desired status (45 - 51 months [3 - 4 years] of age) and were presented to my facility for testing.

Notes on subjects:
Age:
01 - 48 months
02 - 50 months
03 - 51 months
04 - 46 months
05 - 45 months

History:
01 - L1 Colony, Japanese. Skill set: stealth
02 - L2 Colony, American. Skill set: engineering and mechanics
03 - L3 Colony, Unknown. Skill set: acrobatics(?), engineering(?)
04 - L4 Colony, Arabian. Skill set: tactical/leadership
05 - L5 Colony, Chinese. Skill set: theoretical sciences

Status: All subjects were presented in good physical health. All subjects display memories of their past activities, and were aware that they had been unwilling participants.  However subjects possess the general temperaments, working knowledge and skill sets of their current age, and were easily comforted or pacified by firm authority figures.

Subjects were provided with the following comfort objects: Several picture books, (plastic) phone, (tin) lunchbox, a baseball hat, (plastic) elephant, (plastic) soldiers, (plastic) horses, flute, small drum set, paints, chalk, crayons, baby doll, (plastic) gun, (stuffed) rabbit, (stuffed) bear, (stuffed) elephant, (stuffed) frog, several sets of pajamas, music box.  


Intake Data Set II (Language Development)

1A. Can identify and list several animals: 01, 02, 03, 04, 05
2A. Can use at least four prepositions (on, in, under, etc) or can demonstrate his understanding of their meaning when given commands: 01, 03, 04, 05
3A. Correctly identifies common objects: 02, 03, 04, 05
4A. Can list and identify one or more colors: 01, 02, 03, 04, 05
5A. Can repeat 4 digits when they are given slowly: 01, 02, 04, 05
6A. Often indulges in make-believe: 05
7A. Extensive verbalization as he carries out activities: 02, 04, 05
8A. Much repetition of words, phrases, syllables, and even sounds: 02, 04, 05

Findings:
Subjects 01-05 are all highly intelligent and (generally) fall on the same window in the developmental scale. Subjects were prone to growing frustrated and withdrawn (A) or bored and playful (B) during the course of intake, and it is my opinion that any inability to answer a functionary question was out of stubbornness rather than ignorance.
However 01, 03 demonstrated a clear lack of initiation when it came to imaginary playacting, freespeak and jabber (C) that I do not believe was a result of frustration or boredom with intake processes.
02, 04, 05 are eager to jabber and share their thoughts and they display above average mastery of the language. (D)
05 was the only subject to indulge in uninhibited playacting. (E)


(A) - 01 was given a picture dictionary to complete question (3A).  He quietly read the book but all subsequent questions about what he read were only responded with shrugs.

(B) - Upon asking 02 (2A), 02 began a repetition of 'nope' and laughing.  Forcing the issue led to 02 fidgeting, sliding down the table and asking for snacks. It is my belief that this is not a true reflection on his knowledge and understanding of prepositions.

(C) - When determining (6A-8A), 01 was given a Mr. Potato-Head (Hereby referred to as Toy A). 01 assembled the pieces in a logical, meticulous, intense fashion with no words spoken. 03 had to be encouraged to play with Toy A and said he was finished after placing one eye and a hat on the toy.

(D) - 02, 04, 05 all gave more than fifteen examples of animals (1A) and ten examples of color (4A) and spoke freely about their opinions on objects in the picture dictionary (3A).

(E) - 05 assigned roles, separate voices, and dispositions to Toy A, a soldier, a horse, a frog and my pen.  Playacting began as soon as he entered the room and distracted from questions.


Intake Data Set III (Individual Temperament)

III.(A)
Persistence: 01 - High(5) // 02 - High(5) // 03 - Median(3) // 04 - Median(3) // 05 - High(5)

Sample Event: Subjects are presented with a wooden puzzle. Before they can finish, the handler tells the subjects that the puzzles were mistakenly given to them, that subjects are too young for such an advanced toy. 01, 02, 05 grow agitated and refuse to return the puzzles until they've worked them out. 03, 04 return the puzzles without complaint when asked.

Conclusion: 04 regularly displayed confidence in himself and did not feel threatened or endangered by a task that was above his skill level.  He easily abandoned tasks that confused or frustrated him.

03 would continue working at a frustrating task as long as it was expected, but would not put up a fight if he was told to stop.

01, 02, 05 were remarkably stubborn, and could be competitive in their play. They grew obsessive about various tasks that were above their skill level, especially if the task was not removed from their presence.  If 02, 05 gave up, it would likely be in a fit of tears. 01 would not give up.

III.(B)
Intensity: 01 - Low(1) // 02 - High(4) // 03 - Low(1) // 04 - Median(3) // 05 - Median(3)

Sample Event: A comfort object is forcibly taken from 03 without warning.  03 grows agitated and confused, but does not ask for the comfort object back or give any vocal sign of distress.

Conclusion: 01, 03 were very rarely vocal, even in times of great duress or excitement. 01, 03 were quiet to the point that, at times, it hindered their ability to express their basic needs.

04 was self-possessed for his age and expressed himself at a reasonable volume.  04 was prone to the customary yelling/hollering during playtime or when frightened.

05 would be more accurately described as Low(1) and High(5), but that is not an option so I split the difference. 05 could be quiet and even withdrawn, but once roused he was very loud in expressing himself, particularly when displeased. 05 was prone to crying fits when particularly angered/saddened/afraid.

02 was very eager to be heard and would often shout unnecessarily. 02 responded poorly to reprimands and reminders: growing quiet for a moment but quickly returning to his usual volume.  He was the reverse of 05: when happy or excited or afraid, 02 was quite loud.  When upset or angered, he would grow quiet, although this was not an occurrence regular enough for it to affect his score.

III.(C)
Regularity: 01 - High(5) // 02 - Median(3) // 03 - High(4) // 04 - High(4) // 05 - High(5)

Sample Event: Handler is instructed to not enforce the regular bath time after outside playing. Upon returning to the room, 01, 03, 04, 05 all immediately head for the bathroom, and indicate impatience when the handler does not follow. 02 sits in the interaction room and begins coloring.

Conclusion: 01, 03, 04, 05 all displayed a sense of comfort from set schedules and routines and easily adapted to the strict schedule of our facility. Even when no longer being encouraged or reminded of their tasks after a certain period of time, the subjects kept to their assigned routines, including the ones they were not particularly fond of such as napping or bath time.

02 deviated from the schedule regularly if not reminded, and at times, enforced. However he was easily placated and didn't seem terribly bothered by the routine. He seemed to hold no interest in it one way or the other.

III.(D)
Activity Level: 01 - Low(1) // 02 - High(5) // 03 - Low(1) // 04 - High(4) // 05 - Median(3)

Sample Event: During Language Development intake, 01, 03 sit remarkably still for their age and don't fidget unnecessarily with the toys laid out on the table. 05 alternates between sitting still and distracting himself with sometimes exuberant make-believe with the toys. 04 shifts in the chair the entire time, fiddling with everything within reach. 02 leaves his chair several times, rolls on the ground and tries to fiddle with my shoes.  

Conclusion: Observed throughout the course of intake, 01, 03 demonstrated a very low "idle speed." While all subjects possess wealths of energy when necessary, 01, 03 were content to sit and watch others play, and displayed a calm demeanor when going about day to day tasks. They clearly prefer quietly distracting themselves with reading, coloring, etc.

05 is energetic but clearly values quiet time, and will occasionally prefer a book or gentle solo playing to louder games such as tag, hide-and-seek, etc. Although when he does participate in rougher play, he's nearly fanatic.

02 is manic.  While he has periods of "crashing",  he is more often than not: squirming, wiggling, stomping, grabbing, running, screaming, skipping, etc. 04 has a calmer but still upbeat demeanor.  04 is energetic in playtime and enthusiastic in everything else.

III.(E)
Sensory Threshold: 01 - Median(3) // 02 - Low(2) // 03 - Low(2) // 04 - High(4) // 05 - High(5)

Sensory breakdown:
(E)a. Taste: 02, 03 - Low(1) 01 - Low(2) // 04 - High(4), 05 - High(5)
Sample Event:</b> Subjects are given food that is foreign to all of their cultures, with an unappetizing color and texture.  01, 02, 03 begin eating without question. 04 dithers but takes a few bites. 05 fiddles with his food and refuses to eat.
(E)b. Sight: 02, 03, 04, 05 - High(4), 01 - High(5)
Sample Event: Subjects are woken by a series of flashing lights. 01 wakes upon three flashes. 02, 03, 04, 05 wake within the first nine.
(E)c. Smell: 02 - Low(2) // 03 - Median(3) // 01, 04, 05 - High(5)
Sample Event: Rotting food is left in their interaction room. 02, 03, despite being the first to enter, do not indicate that they notice the smell until 05 comes in afterward, becomes distressed by the smell, and begins looking for the source.
(E)d. Sound: 01, 02, 03, 04, 05 - High(5)
Sample Event: A loud burst of sound is released from a toy left in the room. 01 is able to locate the origin of the sound in under a minute.
(E)f.
Touch: 02, 03 - Low(2) // 01 - Median(3) // 04 - High(4), 05 - High(5)  
Sample Event: While asleep, subject's palms are touched lightly. 02, 03 do not visibly react. 01 closes his palm. 04 flinches in his sleep. 05 rolls away from touch.


Conclusion: 01, 02, 03 appeared to be desensitized to anything non-essential to wartime survival. They displayed literally no distaste for any food.  02, 03 even consumed items presented to them that might normally be seen as non-edible (moldy, crusted, etc).

04, 05 had refined palates and particular tastes, although 04 could usually be persuaded to eat something he disliked rather than leave the table while still hungry.  05 was extremely picky and refused to eat food that did not meet his tastes, and left the table during several meals. It took three days of being given food he disliked before caving to hunger (although I suspect one of the other subjects was sneaking him food in the meantime).

All subjects were keenly sensitive to sight and sound and could properly identify where sudden sounds originated from, and repeat patterns of flashing lights, even when exposed to them very briefly, and reproduce images from cards that were shown to them for three to four seconds. 01 could complete this task if they were shown to him for less than a second.

02, 03 were very slow to respond to unpleasant smells. 03 would quickly respond to a pleasant smell (freshly baked goods, etc) while 02, however, seemed to have squashed that ability down completely.

02, 03 were also non-responsive to touch, both negative and positive. A hug or harsh grab of the arm garnered very little, if any, response. They also displayed very high pain thresholds.

01 was quick to respond to any kind of contact with his person, even if with just an indicating flinch that he'd felt it. But he was also incredibly resilient in the face of pain, withstanding even the standard tests given to field operatives. I would suspect some kind of nerve dampening except that his response to casual contact was so high.

04, 05 were remarkably responsive to touch, both negative and positive. They returned hugs, high fives, kisses, and wilted away from pain.  They displayed high pain tolerance for their age but were quite sensitive compared to the rest of the subjects.

III.(F)
Approach/Withdrawal: 01 - Withdrawal(2) // 02 - Approach(5) // 03 - Withdrawal(1) // 04 - Approach(5) // 05 - Median(3)

Sample Event: A new handler is brought into the room, handler brings incentive (treats) for subjects to approach. 02, 04 immediately welcome handler and become excited when they see the treats. 05, 01, 03  observe from a distance. When they do not approach, 04 requests treats for 01, 03, 05 and passes them out accordingly.

Conclusion: 03 was very reluctant to approach any new situation or stranger. 03 could be persuaded to approach only after observing the situation play out from a safe distance - and he had to be persuaded, he would not join on his own, preferring to continue to observe if permitted.  I am reluctant to label this as shyness as it had none of the hesitancy or confusion trademarked by bashfulness. It was a calm, almost reasoned decision to keep away. The only exception to this calm was when 03 was outright frightened of the new scenario or stranger.

01, 05 would easily approach new situations or new problem solving tasks.  Strangers intimidated them, although As they grew more accustomed to our facility the hesitance lessened to something resembling mild shyness, and they could be coaxed into interacting fairly quickly, and from there 05 often became quite outgoing and warm. 01 displayed this at times, but it only occurred after repeat visits.

02, 04 only hesitated to approach a new situation or person if they had been presented a reason to fear it.  They welcomed new handlers and spoke freely to them about what they were doing, their comfort objects, etc.

III.(G)
Adaptability: 01 - High(5) // 02 - High(5) // 03 - High(5) // 04 - Median(3) // 05 - High(5)

Sample Event: Subjects are informed that three beds will be removed from the sleeping area. 01, 02, 03, 05 visually confirm and conference with each other in tones of surprise/excitement/annoyance. 04 questions the handler on this decision repeatedly, and grows fretful and agitated when he doesn't receive an explanation. Once left alone, 04 assigns remaining beds (03,04 and 01,02,05 to share) and 01, 02, 03, 05 comply.

Conclusion: All subjects were remarkably quick to adapt to new scenarios, often without question, having no problems moving to new rooms, new beds, receiving new handlers, etc.  

04 would often try to influence the new events in some fashion, and would sometimes struggle with not being told ahead of time, although he also adapted once realizing he held no say in the matter.

III.(H)
Distractiblity: 01 - Median(3) // 02 - High(5) // 03 - High(4) // 04 - High(4) // 05 - Median(3)

Sample Event: While the subjects are preparing for bedtime in the bathroom, the television in the interaction room unexpectedly turns on and began displaying a new program.  02, 03, 04 immediately abandon their nighttime preparations to investigate. 01, 05 quickly finish brushing their teeth before following.

Conclusion: Subjects were very keenly aware of their environment at all times. Any and all new stimulus was thoroughly investigated by the group.

A loud noise was (generally) enough to distract 02, 03, 04 from various tasks. 03, however, was rarely ever fully engaged with an assigned task, and the distraction could've come from boredom rather than a lack of focus. 02 is easily distracted and it takes a very engaging task for him to stay on point.

01, 05 preferred to finish tasks before moving on to investigating new stimulus. Rarely could either subjects be soothed from distress/anger/fear by diverting their attention to something else.

III.(I)
Mood: 01 - Negative(1) // 02 - Median(3) // 03 - Negative(2) // 04 - Positive(5) // 05 - Positive(4)

Sample Event: The subjects' comfort objects are destroyed. All subjects are distraught and mourn their comfort objects.  When presented with the opportunity to get replacements, 01, 02, 03 initially refuse, inconsolable, and only change their mind once they see 04, 05 quickly selecting new comfort objects.

Conclusion: 01, 03 were generally very solemn and did not tend to approach situations with the expectation that they would have a positive outcome. It was especially devastating, then, when they had allowed themselves to be optimistic, and their expectations were wrong. It took them a long time to recover from negative experiences, easily bogged down by them.

04, 05 were quick to look for reasons to be content and would try to distract themselves from negative emotions.

02 would often make a conscious effort to maintain a positive mindset, but when he did suffer a mood shift, it took a lot to get him back to good spirits.


Intake Data Set IV (Social Interaction)

IV. (A)
Solitary Play: 01 - Excel(5) / 02 - Resist(2) / 03 - Excel(4) / 04 - Resist(2) / 05 - Excel(5)

Sample Event: Subjects are kept individually isolated in interaction rooms with a selection of toys and their comfort objects. 02, 04 struggle to entertain themselves initially, but begin playing once they've accepted the situation. 01, 03, 05 immediately begin solitary play as soon as they're left alone.

Conclusion: 02, 04 were capable of solitary play but vastly preferred interaction with their peers, and would often use solitary play as a mere distraction until they were able to play with them again.

When 03 decided to play (at times he would simply read until allowed to reenter the group), he and 01 preferred to use small toys in a self-contained area for creative, problem solving play with structured and distinctive beginnings, middles and ends. Often their toys would be named after handlers or their peers and the problems would be directly pulled from their day to day life at the facility. Occasionally elements from past activities would also be introduced, such as a Gundam or a past mission.

05 typically used the entire expanse of a room in his play and developed elaborate scenarios that did not appear to have any particular goal, and centered around fantastical, utterly imagined themes that he would stomp around in.

All subjects were prone to destructive themes in their play, but it was not unusual to see softer themes, such as pretending to soothe an infant, tending to an injured friend, tucking the toys in for bed, etc. 05 in particular was fond of cradling his stuffed comfort object.

IV.(B)
Tandem Play: 01 - Excel(5) // 02 - Resist(1) // 03 - Median(3) // 04 - Resist(1) // 05 - Excel(5)

Sample Event: Subjects are isolated with a single peer and told not to directly interact with them as they go about their play.  02, 04 immediately begin trying to instigate a game with their respective peers. 01, 05 play in quiet tandem. 03 ignores his peer completely.

Conclusion: 02, 04 were unable to comply with this concept, regardless of who was corresponding peer. Even when they were able to keep a physical distance 02, 04 continually attempted to engage their peer by shouting suggestions for their play.

03 did not attempt to engage his peer, but he played as if he was alone in the room, apparently unable to make the distant connection required for true tandem play. When isolated with 04 there was a brief moment of real tandem play, but 04 broke it immediately by crossing the room and beginning to use one of 03's discarded toys.

01, 05 seemed to enjoy tandem play although they were both a great deal more subdued than they were in solitary play.  

IV.(C)
Group (Peer) Play: 01 - Median(3) // 02 - Median(3) // 03 - Median(3) // 04 - Excel(4) // 05 - Excel(4)
Group (Peer) Play breakdown:
(C)a. Motor/Physical Play: 04 - Median(3) // 01, 03, 05 - Excel(4), 02 - Excel(5)

All subjects enjoyed and preformed well during regulated outside play time, running and interacting with one another in a relatively peaceful and cooperative fashion. At times, 04 would attempt to organize the subjects into a ruled game, and if he did not succeed in this he would grow frustrated and separate himself from the group.  He was also easily tired and would sometimes sit himself out before outside play time was completed.

Rarely, 01, 03 would not be in the "mood" for unstructured free physical play. 01, 03 would sit beside the door until allowed back inside at these times.  05 would also be slow to start occasionally, but watching others play would coax him into activity almost immediately.

02 flourished in unstructured play time, and displayed creativity and enthusiasm, quite loudly.

The window of time after they prepared for bed, and before they actually fell unconscious, also became an unofficial Motor/Physical play time. The subjects would use their beds as impromptu trampolines, construct forts, or engage in pillow fights.

(C)b. Social Play: 01, 03 - Resist(2) / 02 - Median(3) / 04, 05 - Excel(5)

Rarely could 01, 03 be convinced to join a social skills game, such as role-playing. On the occasions that they would join the group in role-play, they were reluctant to take on roles themselves, even as they respected and responded appropriately to the designated roles of their peers.

02 enjoyed the interaction with his peers but sometimes grew frustrated with what came with that, such as sharing and cooperative play.  However, even when he grew so frustrated he had to separate himself, it usually only took a  few moments for the enticement of group play for him to be willing to concede to the group's wishes.

04, 05 excelled at social play, often coming up with new scenarios to hold the subjects' attention, willing to compromise on and be subordinate to another peer's lead, as well as coping well with the give and take demanded of this situation.

(C)c. Structured Play: 02 - Resist(2) / 01, 03, 04, 05 - Excel(5)

While the initial draw of playing with his peers was enough to get 02 excited about structured games, 02 would quickly grow frustrated with play any more regimented than the basic tag/hide-and-seek format. Games with rules that were not fluid and subject to change angered him and 02 often had to sit out to calm down.

01, 03, 04, 05 all enjoyed games with elaborate rules. When the games grew very complex, they all enjoyed the process of trying to keep up. They displayed great problem solving, memory and physical aptitude in these games and enjoyed being challenged in these respects. They also demonstrated great teamwork and cooperation as well as healthy competition when split into teams.

(C)d. Constructive Play:  02 - Excel(4), 01, 03, 04, 05 - Excel(5)

All subjects displayed a great deal of aptitude in manipulating their environment to create. Building blocks, sand boxes, blanket forts, painting sets, chalk, etc, were all put to exhaustive use. While 01, 02 could sometimes fall into a habit of "creating" destruction with the art supplies (no real finished product in mind as they scribbled/painted), all subjects conveyed pride in their creations and were eager to discuss the imagined function with their handler.

They also preformed very well when constructing objects as a group, willing to test various ideas and suggestions from each peer and rarely causing disruptions over the limited supplies.

01's creations with tools that attached (legos, wooden sets, tinkertoys, etc) were astonishingly elaborate and precise and years beyond his current age.  I cannot emphasize enough the impressiveness of these creations, please see extended notes for photographic documentation.

(C)e. Fantasy Play: 01, 03 - Median(3) / 02, 04 - Excel(4), 05 - Excel(5)

01, 03 could often become lost at abstract, intuitive play such as this. While willing to go along with various fantasy play-acting, it was rare that either one would take the lead, or keep in mind the role they were meant to play.

02, 04 enjoyed the freedom and interaction of these games and were willing to go along with virtually any suggestion, as well as take the lead themselves. They would integrate props into their play as well as new characters, new scenarios, concepts, etc.

05 seemed to live in a continual state of fantasy play. 05 had designated props that were particularly favored as well as reoccurring characters with established histories and motivations. 05's games were often elaborate and fast paced, involving physical play such as running, jumping, hiding, etc. While 05 could grow frustrated if not listened to, and at times struggled to convey his ideas to the group, he quickly adapted and found substitutions that his peers would go along with when he was met with resistance.

IV.(D)
Group (Adult) Play:  01 - Excel(4) // 02 - Median(3) // 03 - Excel(4) // 04 - Excel(5) // 05 - Excel(4)

Conclusion: All subjects were excited to play with trusted handlers, however 02 could grow frustrated when the natural dynamics led to the adult taking the lead in playtime.  02 often challenged the adult rather than allowing the situation to play out, or take turns being the leader.

01, 03, 04, 05 would eagerly allow the adult to take the lead in their playtime and easily integrated the adult into a variety of forms of play. 01, 03, 05 were mistrustful of new adults, though, and would not participate in anything other than very structured and regimented play with a stranger present.

Intake Data Set V (Social-Emotional)

V.(A)
Care: 01 - Low(2) // 02 - High(5) // 03 - Low(1) // 04 - High(5) // 05 - Median(3)

All subjects displayed general care-giving skills in uninhibited fantasy play, however, their reactions  varied wildly in actual practice.

01, 03 repeatedly displayed confusion and distress when presented with someone in need of comfort. This was not a lack of empathy, but a loss of what to do.  01 could be coached to approach and give physical and verbal comfort, but 03 remained too intimidated by the scenario to comply (the exception to this being 04, who purposefully sought out 03 in moments of distress.)

05 reluctance seemed to stem from a fear of rejection, that his comfort would not be welcome or would be 'bad'. Once convinced this was not the case, 05 would willingly extend his comfort, however he never worked up the nerve to do it free of coaxing.

02, 04 were enthusiastic, vocal and genuine in their attempts to care and comfort both their peers and handlers. If rejected they would adapt new approaches and try again.

V.(B)
Trust: 01 - Median(3) // 02 - Low(2) // 03 - Low(2) // 04 - High(4) // 05 - Median(3)

All subjects generally trusted the judgment and intentions of their peers.

02 was proven to be quite a contradiction in that he was eager and willing to approach rather than withdrawal from strangers, but 02 also harbored a deep distrust of them, even going as far as to display protective tendencies toward his peers (keeping strangers away from the remaining subjects). Perhaps 02 was after a form of control by appearing to 'befriend' these strangers?  It is not my belief that his approachability was an act or mask to hide fear.

03 did not put his trust in even the longest established handler. He would follow orders without complaint, but stayed tense and prepared for the other shoe to drop the entire time.  The only attachments he made were with his peers.

Once a handler "won" 01, 05 over, they generally held their trust and 01, 05 would follow their orders without fear or resentment.  However it took quite a while for them to be won.

04 approached every handler willingly and was more likely to trust than to not. At times he was weary of certain handlers but we were unable to pick up a common thread on what set off his suspicions.

V.(C)
Competence:  01 - High(5) // 02 - Median(3) // 03 - High(5) // 04 - High(5) // 05 - High(5)

02 lacks willingness to cooperate with set rules which inhibits him from truly excelling. He prefers comfort (the company of his peers) to success (preforming better without their presence) and does not seem bothered if his goals do not line up with the goals set by his handlers.

If given the proper tools and motivation 01, 03, 04, 05 would repeatedly and easily complete every task they were given, quickly problem solving and adapting and cooperating in any way necessary.

V.(D)
Autonomy: 01 - High(5) // 02 - Median(3)  // 03 - High(5) // 04 - Median(3) // 05 - High(4)

02, 04 were capable of completing independent skills but vastly preferred the company of their peers to solitary work.  02 was quicker and more likely to be accurate when working alone on various problem solving tasks, but did not seem to crave independence when presented with this evidence.  

05 enjoyed, and was proficient, in solitary tasks but at times grew timid and unsure without the occasional reenforcement of a peer or handler.

01, 03 displayed a clear sense of autonomy and were content in solitary play, independent decision making, problem solving and free time.

V. (E)
Initiative: 01 - Low(1) // 02 - High(4) // 03 - Low(1) // 04 - High(5) // 05 - High(5)

When encouraged to preform or complete a task, 01, 03 would take any initiative necessary, but when left to their own devices they often decided to "make do" rather than adjust the situation to fit their preference.  01 rarely felt comfortable preforming outside of play or tasks without instruction. 03 didn't seem comfortable with anything, really, ever.

02 was too aimless for much initiative. 02's goals tended to be simplistic and straightforward and once he achieved them he was generally content. He often took the lead in play, but was happy to fall back to a subordinate role once the game was going as he liked.

04, 05 would often begin projects on their own, to pass time or entertain themselves. They often took the lead in play, set goals and did their best to attain them.


Intake Data Completed

Following report: Experimentation on Subjects 01-05

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