tools 
Instruments and Procedures 
for Implementing Early Childhood 
and Family Support Practices 


CASE 

Asset-Based 
Context Matrix: An 
Assessment Tool 
for Developing 
Contextually-Based 
Child Outcomes 

Linda L. Wilson 
Donald W. Mott 

This CASEtool includes a description of the 
development and use of the Asset-Based 
Context (ABC) Matrix. The ABC Matrix is a 
contextually-based assessment tool for implementing 
an approach to early childhood 
intervention practices that emphasizes the 
importance of children’s learning in natural 
environments. It is designed to be used 
by practitioners and parents for identifying 
children’s interests and assets and promoting 
children’s learning opportunities and 
participation in everyday life experiences 
and activities. Its use increases the likelihood 
that interventions are implemented in 
everyday natural environments. 

IntroductIon 

The 
ABC Matrix is 
a 
contextually-based 
assessment 
tool 
that 
uses 
children’s 
assets 
(personal 
interests 
andabilities)asfactors 
promotingtheirparticipationin 
everyday 
natural 
learning 
environments. 
The 
tool 
provides 
practitioners 
and 
parents 
a 
useful 
way 
of 
gathering 
functional 
and 
meaningful 
information 
for 
developing 
contextually-based 
outcomes 
and 
implementing 
interventions 
and 
child 
learning 
activities 
in 
everyday 
natural 
learning 
environments. 
The 
reader 
is 
referred 
to 
Wilson, 
Mott, 
and 
Batman 
(2004) 
for 
a 
more 
complete 
description 
of 
the 
development 
and 
use 
of 
the 
assessment 
and 
intervention 
tool. 


The 
ABC Matrix is 
based 
on 
the 
premise 
that 
“natural 
environmentsare 
notplaces, 
buttheeveryday 
routines, 
experiences, 
and 
activities 
occurring 
in 
different 
social 
and 
nonsocial 
contexts 
as 
part 
of 
family 
and 
community 
life” 
(Raab 
& 
Dunst, 
2004, 
p. 
16). 
Figure 
1 
shows 
the 
assessment 
model 
that 
guided 
the 
development 
of 
the 
ABC Matrix. The 
model 
structures 
information 
gathering 
about 
children’s: 
(1) 
opportunities 
to 
express 
interests 
and 
assets, 
(2) 
use 
of 
functional 
and 
meaningful 
behaviors 
in 
purposeful 
everyday 
social 
and 
nonsocial 
activities, 
and 
(3) 
learning 
opportunities 
and 
participation 
in 
everyday 
activities. 
Information 
about 
each 
of 
these 
characteristics 
is 
obtained 
by 
identifyingthechild’severydayactivitiesthatconstitutethe 
fabric 
of 
a 
child’s 
life, 
and 
learning 
the 
opportunities 
that 
happen 
as 
part 
of 
family 
life, 
community 
life, 
and 
early 
childhood 
settings. 


The 
assessment 
model 
is 
guided 
by 
a 
particular 
approach 
to 
early 
childhood 
intervention 
practices 
that 
emphasizes 
the 
importance 
of 
having 
children 
both 


CASEtools is an electronic publication of the Center 
for the Advanced Study of Excellence in Early 
Childhood and Family Support Practices, Family, 
Infant and Preschool Program, J. Iverson Riddle 
Developmental Center, Morganton, NC. CASE is an 
applied research center focusing on the characteristics 
of evidence-based practices and methods for 
promoting utilization of practices informed by research. 
Copyright © 2006 
Center for the Advanced Study of Excellence 
in Early Childhood and Family Support Practices 
April 2006 Volume 2, Number 4 

 


CASE 
COMMUNITY 
LIFEEARLY CHILHOOD PROGRAMSChild Interests 
and Assets 
Everyday 
Learning 
Opportunities 
and 
Participation 
Functional 
and 
Meaningful 
Behavioral 
Interactions 
Child 
Outcomes 
COMMUNITY 
LIFEEARLY CHILHOOD PROGRAMSChild Interests 
and Assets 
Everyday 
Learning 
Opportunities 
and 
Participation 
Functional 
and 
Meaningful 
Behavioral 
Interactions 
Child 
Outcomes 
FAMILY LIFE 


Figure 1. Major components of the asset-based child assessment 
model. 

learn 
in 
natural 
environments 
and 
participate 
in 
development-
instigating 
activities 
as 
part 
of 
everyday 
life 
(Dunst, 
2005; 
Dunst 
et 
al., 
2001; 
Dunst 
& 
Humphries, 
2003). 
Based 
on 
an 
extensive 
review 
and 
synthesis 
of 
the 
early 
childhood 
literature, 
Dunst, 
Hamby, 
Trivette, 
Raab, 
and 
Bruder 
(2000) 
concluded 
that: 


• 
Children 
are 
more 
likely 
to 
engage 
in 
activities 
in 
which 
they 
are 
interested 
and 
at 
which 
they 
are 
capable. 
• 
Learning 
is 
enhanced 
when 
children 
engage 
in 
meaningful 
activities 
in 
everyday 
natural 
environments. 
• 
Participation 
in 
everyday 
activities 
increases 
when 
children 
have 
many 
opportunities 
to 
engage 
in 
interactions 
with 
people 
and 
objects 
that 
support 
and 
strengthen 
their 
abilities 
in 
naturally 
occurring 
ways. 
• 
Children 
are 
more 
likely 
to 
develop 
and 
perfect 
their 
interactive 
competencies 
with 
people 
and 
objects 
when 
they 
have 
numerous 
opportunities 
to 
engage 
in 
interactions 
that 
support 
and 
strengthen 
existing 
and 
emerging 
abilities 
in 
naturally 
occurring 
ways 
as 
part 
of 
everyday 
life. 
ABC MAtrix components 

The 
ABC Matrix includes 
seven 
assessment 
components: 
(1) 
contexts 
for 
learning, 
(2) 
the 
everyday 
activitiesthatoccurwithinthelearningcontexts,(
3)child 
interests 
and 
assets, 
(4) 
child 
functional 
and 
meaningful 
context-specific behaviors, (5) opportunities to 

use 
interests 
and 
assets, 
(6) 
participation 
in 
everyday 
activities 
as 
a 
means 
for 
strengthening 
child 
competence, 
and 
(7) 
newly 
afforded 
activities 
(possibilities) 
forfurther 
promotingandstrengtheningchildcapabilities. 
Taken 
together, 
information 
in 
each 
component 
is 
used 
to 
“paint 
a 
picture” 
of 
how 
best 
to 
provide 
a 
child 
interest-based 
learning 
opportunities 
in 
the 
context 
of 
everyday 
activities. 


contexts of Learning 

The 
ABC Matrix assesses 
a 
child’s 
everyday 
participationinthecontextsoffamilylife,
communitylife, 
andearlychildhoodprograms(whereapplicable). 
Family 
life includes 
the 
day-to-day 
activities 
and 
events 
in 
whichachildandfamilyparticipate,suchashousehold 
routines 
and 
chores, 
holiday 
celebrations 
and 
special 
events, 
indoor 
and 
outdoor 
play, 
and 
family 
traditions 
and 
rituals. 
Community life includes 
activities 
and 
interactions 
the 
child 
and 
family 
have 
as 
part 
of 
outings 
to 
the 
park, 
recreation 
center 
activities, 
formal 
and 
informal 
religious 
events, 
and 
so 
forth. 
Early childhood 
program activities include 
ones 
that 
occur 
in 
childcare 
settings, 
mother’s 
day 
out 
programs, 
Head 
Start, 
play-
groups, 
family 
resource 
centers, 
and 
other 
preschool 
settings. 
The 
reader 
is 
referred 
to 
Dunst, 
Hamby, 
Trivette, 
Raab 
and 
Bruder 
(2000) 
for 
a 
detailed 
list 
of 
everyday 
activities 
that 
are 
the 
context 
for 
child 
learning. 


Activity settings 

Activity 
settings 
are 
the 
everyday 
experiences 
in 
which 
a 
child 
spends 
time 
engaging 
in 
interactions 
with 
people 
and 
objects. 
These 
are 
naturally 
occurring 
routines 
and 
daily 
events, 
like 
getting 
ready 
for 
bed, 
eating 
meals, 
riding 
in 
the 
car, 
being 
read 
a 
story, 
neighborhood 
walks, 
playing 
outside 
on 
swings, 
and 
playing 
dress 
up. 
These 
different 
kinds 
of 
activity 
settings 
provide 
opportunities 
for 
a 
child 
to 
learn 
about 
and 
to 
express 
his 
or 
her 
interests 
and 
assets 
(Dunst 
& 
Bruder, 
1999; 
Dunst 
& 
Hamby, 
1999a, 
1999b; 
Gallimore 
& 
Goldenberg, 
1993; 
Raab, 
2005). 
Activity 
settings 
offer 
opportunities 
for 
children 
to 
participate 
in 
and 
build 
upon 
their 
competencies 
in 
various 
settings 
with 
different 
materials 
and 
with 
a 
variety 
of 
people 
in 
diverse 
ways. 


Interests and Assets 

Interests 
are 
the 
child’s 
likes, 
preferences, 
and 
favorites 
that 
encourage 
engagement 
and 
participation 
in 
different 
activities 
and 
settings, 
and 
expression 
of 
existing 
competence 
and 
enhancement 
of 
new 
abili-

April 2006 Volume 2, Number 4 

2 


CASE 

ties 
(Dunst, 
Herter, 
& 
Shields, 
2000; 
Kellegrew, 
1998). 
Interests 
include 
how 
the 
child 
spends 
time 
and 
what 
activities 
or 
events 
maintain 
his 
or 
her 
attention 
(Raab, 
2005). 


Assetsareachild’sabilities,strengths,talents,and 
capabilities. 
A 
child 
is 
most 
likely 
to 
use 
his 
or 
her 
assets 
as 
the 
means 
for 
participating 
in 
everyday 
activity 
settingswhenlearningopportunitiesareinterest-based. 
Children’s 
assets 
include 
behaviors 
such 
as 
smiling, 
vocalizing, 
pointing, 
reaching, 
crawling, 
talking, 
and 
jumping. 
As 
children 
use 
their 
abilities 
to 
participate 
in 
different 
activities, 
they 
are 
able 
to 
strengthen 
these 
abilities 
and 
learn 
new 
skills. 


Functional and meaningful 
Behavioral Interactions 

Functionalandmeaningfulbehavioralinteractions 
refer 
to 
those 
skills 
that 
enable 
a 
child 
to 
produce 
a 
range 
of 
social-adaptive 
competencies, 
as 
part 
of 
participation 
in 
interest-based 
everyday 
activities, 
which 
in 
turn, 
promote 
and 
increaseparticipation 
ineveryday 
activityinindependent,competent,andsatisfyingways 
(Bricker, 
Pretti-Frontczak, 
& 
McComas, 
1998; 
Wolery, 
1989). The term functional is used specifically to mean 
the 
relationship 
between 
child 
behavior 
and 
its 
environmental 
consequences. 
Examples 
of 
children’s 
functional 
and 
meaningful 
behavioral 
interactions 
include, 
but 
are 
not 
limited 
to, 
using 
words 
to 
communicate 
a 
desiretogooutsidetoplay,usingacuptodrinkmilkat 
mealtime, and crawling across the floor to play with a 
favorite 
toy. 


opportunity 

The 
term 
opportunity 
refers 
to 
the 
number, 
frequency, 
and 
quality 
of 
the 
experiences 
occurring 
in 
activity 
settings 
that 
promote 
increased 
social 
and 
nonsocialchildparticipationineverydayactivity(Dunst, 
2005; 
Kellegrew, 
1998). 
According 
to 
Kellegrew 
(1998), 
participation 
in 
everyday 
activity 
requires 
simultaneous 
attention 
to 
two 
aspects 
of 
early 
childhood 
intervention: 
opportunity 
and 
ability—where 
the 
relationship 
between 
opportunity and ability is 
bidirectional 
and 
interdependent. 
Opportunity refers 
to 
the 
variety 
of 
everydayexperiencesandactivityprovidingthecontexts 
for 
expressing 
existing 
abilities 
and 
learning 
new 
competence. 
Ability refers 
to 
the 
behavior, 
skills, 
and 
competencethatarestrengthenedorlearned,andpermit 
increased 
child 
participation 
in 
every 
day 
family 
and 
community 
activity. 
Opportunity 
provides 
a 
context 
for 
competence 
expression, 
and 
improved 
ability 
provides 
childrentheskillsnecessaryforchild-initiated 
activity. 


participation 

Participation 
refers 
to 
the 
ways 
in 
which 
a 
child 
takes 
part 
in 
everyday 
activities. 
Participatory 
opportunities 
help 
a 
child 
strengthen 
existing 
abilities 
and 
learn 
new 
skills. 
Having 
as 
many 
opportunities 
as 
possible 
to 
participate 
in 
everyday 
activities 
helps 
a 
child 
to 
perfectalreadylearnedskills,elaborate 
on 
his 
or 
her 
abilities, 
and 
learn 
new 
ways 
to 
participate 
in 
different 
activities. 


possibilities 

Possibilities 
are 
the 
ways 
in 
which 
a 
child 
and 
family 
can 
increase 
the 
child’s 
opportunities 
to 
learn 
and 
participate 
in 
everyday 
activities 
(Dunst, 
Bruder, 
Trivette, 
Raab, 
& 
McLean, 
2001; 
Kellegrew, 
1998). 
They 
are 
the 
newly 
afforded 
opportunities 
and 
ways 
of 
participating 
in 
everyday 
experiences. 
Possibilities 
buildoncurrentopportunitiesandparticipationthatresultinnewwaysofinteractingwithobjectsandpeople, 
as 
well 
as 
increase 
the 
frequency, 
number, 
and 
quality 
of 
learning 
opportunities. 


AdmInIstrAtIon oF the ABC MAtrix 

The 
ABC Matrix includes 
four 
sections: 
(1) 
instructions 
for 
administering 
the 
scale, 
(2) 
child 
identification 
and background information, (3) a format 
for 
collecting 
assessment 
information, 
and 
(4) 
sample 
questions to conduct the assessment process. The first 
section includes instructions and definitions for each of 
the 
assessment 
components. 
The 
second 
section 
of 
the 
ABC Matrix is 
used 
to 
record 
child 
age, 
birth 
date, 
and 
gender, 
assessment 
setting(s), 
and 
other 
background 
information. 
The 
third 
section 
provides 
a 
framework 
for 
recording 
assessment 
information. 
The 
contexts 
of 
learning 
family life, community life, and early childhood 
programs are 
listed 
in 
the 
left 
and 
right 
columns 
of 
the 
recording 
page 
and 
the 
targets 
of 
assessment 
are 
listed 
across 
the 
top. 
The 
fourth 
section 
includes 
questions 
that 
practitioners 
can 
use 
for 
gathering 
information 
for 
each 
assessment 
components. 


Implementation 

The first step in administering the ABC Matrix isto 
introduce 
the 
ABC Matrix to 
the 
parent(s) 
and 
explain 
thepurposeoftheassessmentprocess. 
Thepractitioner 
explains 
that 
the 
ABC Matrix is 
an 
assessment 
tool 
for 
gathering 
and 
recording 
information 
about 
a 
child 
and 
family’s 
everyday 
life 
that 
is 
used 
to 
plan 
meaningful 
early 
childhood 
intervention 
outcomes. 
The 
practitioner 
further 
explains 
that 
a 
child 
learns 
best 
by 
having 


April 2006 Volume 2, Number 4 

 


CASE 

the 
opportunities 
to 
do 
things 
the 
child 
likes 
to 
do 
and 
isgoodatdoing,andwhen(s)hehasopportunitiestodo 
these 
things 
in 
the 
context 
of 
everyday 
activities. 


Information Gathering 

The 
ABC Matrix focuses 
on 
three 
main 
sources 
or 
contextsoflearningopportunities(familylife,community 
life, 
and 
early 
childhood 
program 
activity) 
and 
six 
characteristicsofchildbehavior(involvementinactivity 
settings, 
interests, 
assets, 
functionality, 
opportunity, 
and 
participation) 
in 
these 
settings. 
Assessment 
information 
is 
gathered 
on 
the 
ABC Matrix by 
conversing 
with 
parents, 
and 
interacting 
with 
and 
observing 
the 
child 
in 
everyday 
natural 
learning 
environments. 
The 
informationisgatheredtypicallyinaninformalmanner 
ratherthanbyformallyadministeringthescale.Parents 
are 
asked 
to 
describe 
a 
typical 
day 
and 
the 
everyday, 
weekly, 
and 
special 
activities 
and 
events 
in 
which 
the 
child 
and 
family 
participate. 


The 
information 
on 
the 
ABC Matrix is 
used 
to 
developinterventionsthatbuildonchildren’sstrengths,
assets, 
and 
opportunities 
to 
participate 
in 
everyday 
learning 
activities. 
The 
practitioner 
can 
do 
this 
in 
a 
number 
of 
different 
ways. 
Some 
practitioners 
might 
be 
comfortable 
asking 
the 
parent 
to 
tell 
them 
about 
the 
activities 
thatmakeuptheirdayandothersmightbeginbytalking 
about 
the 
child’s 
interests. 
Each 
practitioner 
uses 
their 
own 
style 
in 
a 
way 
that 
supports 
and 
strengthens 
the 
parent’s 
abilities 
to 
share 
information 
about 
their 
child 
and 
family. 
As 
the 
parent(s) 
describe 
their 
day, 
the 
practitioner 
records 
the 
information 
on 
the 
ABC Matrix assessment 
protocol. 


case example 

Table 
1 
includes 
examples 
of 
assessment 
information 
generated 
by 
a 
parent 
and 
practitioner 
in 
the 
context 
of 
three 
everyday 
family 
activities 
for 
one 
child. 
One 
of 
the 
child’s 
interests 
is 
playing 
in 
water. 


The 
parent 
reports 
that 
the 
child 
enjoys 
taking 
a 
bathandparticularlylikestosplashandkickinthewater. 
The 
practitioner 
records 
bath 
time 
as 
a 
family 
activity 
setting and 
splashing 
and 
kicking 
in 
the 
water 
as 
child 
interests. 
Moving 
his 
hands 
and 
kicking 
with 
his 
feet 
are 
two 
of 
this 
child’s 
assets and 
are 
noted 
on 
the 
recording 
form. 
The 
practitioner 
and 
parent 
continue 
to 
discuss 
and 
collect 
information 
about 
the 
child’s 
interactions 
with 
objects 
and 
people 
throughout 
the 
day 
until 
a 
complete 
picture 
of 
the 
child’s 
everyday 
activities,
interests,assets,waysinwhichthechildusesthese 
interestandassets,andtheopportunitiesthechildisaf


fordedarerecordedontheABC Matrix.Thisprocedure 
is 
followed 
for 
each 
learning 
context 
and 
each 
assessment 
component. 
This 
information 
helps 
the 
practitio


ner and parent develop context-specific and functional 

intervention 
outcomes. 
For 
example, 
one 
outcome 
for 
this 
child 
is 
“Jimmy’s 
parents 
will 
provide 
him 
opportunities 
to 
engage 
in 
2 
to 
3 
activity 
settings 
such 
as 
bath 
time, 
water 
play, 
and 
swimming, 
to 
promote 
his 
kicking 
and 
splashing 
and 
expand 
on 
his 
water 
play 
to 
includetoysandobjects.” 
Thelikelihoodthat 
“Jimmy” 
will 
strengthen 
current 
abilities 
and 
learn 
new 
skills 
is 
increasedbyprovidinghimopportunitiestodowhathe 
likes 
to 
do 
and 
is 
good 
at 
doing 
in 
everyday 
learning 
activities. 


ImpLIcAtIons oF the ABC MAtrix 
For prActIce 


Work 
completed 
to 
date 
using 
the 
ABC Matrix indicates 
that 
the 
scale 
has 
three 
major 
implications 
for 
early 
childhood 
intervention. 
First, 
the 
ABC Matrix is 
an 
innovative 
assessment 
process 
that 
results 
in 
identification 
of useful and functional assessment information 
based 
on 
children’s 
participation 
in 
the 
contexts 
of 
everyday 
activities. 
The 
ABC Matrix is 
easily 
used 
by 
practitioners 
and 
parents 
as 
an 
assessment 
process 
focusing specifically on contextually-based everyday 

learning 
opportunities. 
Second, 
the 
ABC Matrix provides 
a 
simple 
but 
ef


ficient way for practitioners and parents to gather asset


basedandfunctionalinformationthatisconsistentwith 
the 
family’s 
values, 
interests, 
and 
priorities. 
Although 


the information generated is specific to each child and 

family, 
the 
organization 
of 
the 
information 
is 
based 
on 
conceptually 
sound 
principles 
and 
practices 
of 
early 
childhood 
development 
(e.g., 
Bricker, 
Pretti-Frontczak, 
& 
McComas, 
1998; 
Bronfenbrenner, 
1995; 
Dunst 
& 
Bruder,1999;Dunst,Bruder,Trivette,Raab,&McLean, 
2001;Dunst,Herter,&Shields,2000;Hanft&Pilkington, 
2000; 
Kellegrew, 
1998; 
Wolery, 
1989). 
Because 
of 


the specificity, functionality, and procedural relevance 

oftheinformation,theABC Matrix isparticularlyhelpful 
in 
developing 
intervention 
outcomes 
and 
strategies 
that 
can 
be 
implemented 
in 
children’s 
natural 
learning 
environments. 


Third, 
the 
ABC Matrix is 
a 
useful 
tool 
for 
systematically 
collecting 
and 
organizing 
information 
about 
changes 
in 
a 
child’s 
development 
and 
participation 
in 
everyday 
activities 
over 
time. 
Information 
is 
updated 
asneededasachild’sactivitysettings,interests,assets, 


April 2006 Volume 2, Number 4 

4 


CASE 

Table 
1 


Examples of Assessment Information Gathered in Each Assessment Component of the ABC Matrix in the Context of Family Life 

Assessment 
Components 
Functional/ 
Everyday 
Meaningful 
Activity 
Child 
Child 
Behavioral 
Learning 
Settings 
Interests 
Assets 
Interactions 
Opportunities 
Child Participation 
Learning Possibilities 
Bath 
Time 
Splashing 
the 
water; 
playing 
with 
boats 
Splashes 
Kicks 
his 
feet 
Uses 
hands 
and 
feet 
to 
splash 
water 
to 
get 
parents 
attention 
Bath 
time 
is 
everyday 
Has 
the 
chance 
to 
splash 
and 
is 
encouraged 
to 
push 
the 
boats 
Continue 
to 
encourage 
to 
push 
the 
boats 
Look 
for 
other 
activity 
settings 
where 
the 
child 
has 
the 
opportunity 
to 
splash 
in 
water 
Riding 
in 
the 
car 
Singing 
songs 
Bounces 
in 
car 
seat 
Will 
make 
sound 
to 
get 
music 
turned 
on 
Rides 
in 
the 
car 
to 
pick 
up 
brother 
everyday 
Will 
move 
to 
music; 
beginning 
to 
make 
sounds 
along 
with 
songs 
Use 
sounds 
to 
sing 
along 
with 
songs 
Look 
for 
other 
activity 
settings 
where 
the 
child 
has 
the 
opportunity 
to 
listen 
to 
music 
Spending 
Swinging 
Smiles 
Move 
legs 
while 
Gets 
to 
go 
to 
the 
Holds 
onto 
the 
swing, 
Use 
sounds 
to 
let 
parent 
time 
at 
the 
sitting 
in 
swing 
to 
park 
and 
swing 
one 
will 
move 
to 
get 
it 
to 
know 
he 
wants 
to 
swing 
park 
Sits 
in 
the 
get 
it 
to 
move 
again 
time 
a 
week 
go 
again 
swing; 
moves 
legs 
Look 
for 
other 
activity 
settings 
where 
the 
child 
has 
the 
opportunity 
to 
use 
sounds 


behavioral 
capabilities, 
opportunities, 
and 
participation 
change 
as 
a 
result 
of 
everyday 
life 
experiences. 


concLusIon 

The 
Asset-Based Context (ABC) Matrix is 
an 
assessmenttoolusefulforgatheringmeaningfulinformation 
for 
developing 
contextually-based 
child 
outcomes 
and 
implementing 
interventions 
and 
child 
learning 
activities 
in 
everyday 
natural 
environments. 
It 
is 
specifically 
designed to be used by practitioners and parents 
for 
identifying 
children’s 
personal 
interests 
and 
abilitiesandforpromotingchildren’sopportunitiesand 
participation 
in 
everyday 
life 
experiences 
and 
activities. 
Practitioner 
use 
of 
the 
ABC Matrix helps 
ensure 
that 
interventions 
are 
developed 
based 
on 
the 
everyday 
activities 
and 
routines 
occurring 
in 
the 
contexts 
of 
family 
and 
communitylife 
(i.e.,natural 
environments). 
This 
ensures, 
or 
at 
least 
increases 
the 
likelihood, 
that 
interventions have optimal positive benefits. Studies 
conducted 
with 
different 
groups 
of 
practitioners 
have 
found 
that 
the 
tool 
is 
considered 
both 
valid 
and 
useful 
for 
its 
intended 
purposes 
(Mott 
& 
Wilson, 
2006; 
Wilson 
& 
Mott, 
2005). 


reFerences 

Bricker, 
D., 
Pretti-Frontczak, 
K., 
& 
McComas, 
N. 


(1998). 
An activity-based approach to early inter


vention (2nd 
ed.). 
Baltimore: 
Brookes. 


Bronfenbrenner, 
U. 
(1995). 
Developmental 
ecology 
throughspaceandtime:Afutureperspective. 
InP. 
Moen, 
G. 
H. 
Elder, 
Jr. 
& 
K. 
Lüscher 
(Eds.), 
Examining 
lives in context: Perspectives on the ecology 
of human development (pp. 
619-647). 
Washington, 
DC: 
American 
Psychological 
Association. 


Dunst, 
C. 
J. 
(2005). 
Parent-mediated 
everyday 
child 
learning 
opportunities: 
I. 
Foundation 
and 
operationalization. 
CASEinPoint, 1(8). 


Dunst, 
C. 
J., 
& 
Bruder, 
M. 
B. 
(1999). 
Family 
and 
community 
activity 
settings, 
natural 
learning 
environments, 
and 
children’s 
learning 
opportunities. 
Children’s 
Learning Opportunities Report, 1(2), 
1-2. 


Dunst, 
C. 
J., 
Bruder, 
M. 
B., 
Trivette, 
C. 
M., 
Hamby, 
D., 
Raab, 
M., 
& 
McLean, 
M. 
(2001). 
Characteristicsandconsequencesofeverydaynaturallearning 
opportunities. 
Topics in Early Childhood Special 
Education, 21, 68-92. 


Dunst, 
C. 
J., 
Bruder, 
M. 
B., 
Trivette, 
C. 
M., 
Raab, 
M., 
&McLean,M. 
(2001). 
Naturallearningopportunities 
for 
infants, 
toddlers, 
and 
preschoolers. 
Young 
Exceptional Children, 4(3), 
18-25 
(Erratum 
in 
Vol. 
14(14), 
25). 


Dunst, 
C. 
J., 
& 
Hamby, 
D. 
(1999a). 
Community 
life 
as 
sources 
of 
children’s 
learning 
opportunities. 
Children’s 
Learning Opportunities Report, 1(4). 


Dunst,C.J.,&Hamby,D.(1999b).Familylifeassources 
of 
children’s 
learning 
opportunities. 
Children’s 
Learning Opportunities Report, 1(3). 


April 2006 Volume 2, Number 4 

 


CASE 

Dunst, 
C. 
J., 
Hamby, 
D., 
Trivette, 
C. 
M., 
Raab, 
M., 
& 
Bruder,M. 
B.(2000). 
Everydayfamilyandcommunity 
life 
and 
children’s 
naturally 
occurring 
learning 
opportunities. 
Journal of Early Intervention, 23, 
151-164. 


Dunst, 
C. 
J., 
Herter, 
S., 
& 
Shields, 
H. 
(2000). 
Interest-
based 
natural 
learningopportunities. 
Young Exceptional 
Children Monograph Series No. 2: Natural 
Environments and Inclusion, 37-48. 


Dunst, 
C. 
J., 
& 
Humphries, 
T. 
L. 
(2003, 
April). 
Achieving 
a better balance between child participation in 
everyday activity settings and child developmental 
benefits, Presentation 
made 
at 
theBiennial 
Meeting 
of 
the 
Society 
for 
Research 
in 
Child 
Development, 
Tampa,FL. 


Gallimore, 
R., 
& 
Goldenberg, 
C. 
N. 
(1993). 
The 
social 
construction 
and 
subjective 
reality 
of 
activity 
settings: 
Implications 
for 
community 
psychology. 
American Journal of Community Psychology, 21, 
537-559. 


Hanft, 
B. 
E.,&Pilkington,K.O.(2000). 
Therapyinnaturalenvironments:
Themeansorendgoalforearlyintervention?
Infants and Young Children, 12(4),1-13. 


Kellegrew, 
D. 
H. 
(1998). 
Creating 
opportunities 
for 
occupation: 
An 
intervention 
to 
promote 
the 
self-care 
independenceofyoung 
children 
withspecialneeds. 
American Journal of Occupational Therapy, 52, 

457-465. 


Mott, 
D. 
W., 
& 
Wilson, 
L. 
L. 
(2006). 
Further 
evidence 
for 
the 
validity 
of 
the 
asset-based 
context 
matrix. 
CASEinPoint, 2(4), 
1-6. 


Raab,M.(2005).Interest-basedchildparticipationineverydaylearningactivities. 
CASEinPoint, 1(2),1-5. 


Raab,M.,&Dunst,C.J.(2004).Earlyinterventionpractitionerapproachestonaturalenvironmentinterventions. 
Journal of Early Intervention, 27, 15-26. 


Wilson, 
L. 
L., 
& 
Mott, 
D. 
W. 
(2005). 
Validity 
of 
the 
asset-
based 
context 
matrix. CASEinPoint, 1(4), 
1-4. 


Wilson, 
L. 
L., 
Mott, 
D. 
W., 
& 
Batman, 
D. 
(2004). 
The 
asset-based 
context 
matrix: 
A 
Tool 
for 
assessing 
children’s 
learning 
opportunities 
and 
participation 
innaturalenvironments.Topics in Early Childhood 
Special Education, 24, 110-120. 


Wolery, 
M. 
(1989). 
Using 
assessment 
information 
to 
plan 
instructional 
programs. 
In 
D. 
B. 
Bailey 
(Ed.), 


Assessing infants and preschoolers with handicaps 

(pp. 
478-495). 
Englewood 
Cliffs, 
NJ: 
Merrill/Prentice 
Hall. 


Authors 

Linda 
L. 
Wilson, 
M.A. 
and 
Donald 
W. 
Mott, 
M.A. 
are 
both 
Senior 
Research 
Associates, 
Family, 
Infant 
and 
Preschool 
Program, 
Center 
for 
the 
Advanced 
Study 
of 
Excellence 
in 
Early 
Childhood 
and 
Family 
Support 
Practices, 
J. 
Iverson 
Riddle 
Developmental 
Center, 
Morganton, 
North 
Carolina. 


April 2006 Volume 2, Number 4 

6 


CASE 

Appendix 


Asset-Based Context Matrix© 
A Contexually-Based Assessment Protocol for Young Children and Families 


Linda 
L.Wilson 
& 
DonaldW. 
Mott 


Instructions 
The 
Asset 
Based 
Context 
(ABC) 
Matrix 
is 
an 
assessment 
tool 
for 
parents 
and 
practitioners 
to 
use 
to 
identify 
existing 
and 
potential 
contextually 
meaningful 
and 
functional 
learningopportunities 
and 
activitiesfor 
children. 
TheABC 
Matrix 
is 
completed 
by 
a 
child’s 
parents/primary 
caregivers, 
with 
participation 
of 
an 
early 
childhood 
practitionerwhendesired.TheABCMatrixfocusesonthreetypesoflearningcontexts(familyactivitysettings, 
community activity settings and early childhood program activities) and five characteristics of child behavior 
(interests, 
assets, 
functionality, 
opportunity, 
and 
participation). 
Information 
is 
gathered 
through 
conversations 
with 
parents/primary 
care 
providers, 
and 
through 
interactions 
with 
and 
observations 
of 
the 
child 
in 
natural 
environments 
and 
settings. 


Definition of Terms 
Activity Settings are 
the 
everyday 
experiences, 
opportunities, 
settings 
or 
events 
that 
involve 
a 
child’s 
interactions 
with 
people 
or 
objects 
providing 
him 
or 
her 
a 
basis 
for 
learning 
about 
one’s 
own 
abilities. 
interests are 
the 
child’s 
likes 
or 
preferences 
and 
include 
favorite 
toys, 
objects, 
people, 
or 
events 
that 
encourage 
engagement 
and 
participation 
in 
different 
activity 
settings. 
Assets are 
the 
child’s 
abilities, 
strengths, 
skills, 
and 
capabilities 
used 
to 
participate 
in 
interactions 
with 
objects 
or 
people 
and 
which 
produce 
desired 
social 
and 
nonsocial 
consequences 
and 
effects 
as 
a 
result 
of 
participation. 
Functional and Meaningful Activities areinteractionsbetweenchildrenandtheirsocialornonsocialsurroundings, 
where 
children 
use 
behavior 
purposefully 
to 
communicate, 
move, 
or 
interact 
with 
objects 
and 
people. 
Opportunity refers 
to 
the 
frequency, 
quantity, 
and 
quality 
of 
experiences 
occurring 
in 
activity 
settings 
promoting 
increased 
social 
and 
nonsocial 
child 
participation 
in 
everyday 
activity. 
Opportunity 
includes 
the 
number 
of 
chances 
and 
the 
quality 
of 
those 
chances 
that 
children 
have 
in 
everyday 
activity. 
Participation refers 
to 
the 
ways 
in 
which 
a 
child 
takes 
part 
in 
everyday 
activity, 
promoting 
child 
behavior 
that 
is 
both 
socially 
and 
culturally 
acceptable. 
Child 
participation 
is 
increased 
in 
ways 
that 
provide 
opportunities 
to learn, practice, and perfect abilities that permit a child to “fit” into his or her social and cultural groups and 
settings. 
Possibilities refer 
to 
new 
opportunities 
and 
ways 
of 
participating 
in 
everyday 
activity 
settings. 
Possibilities 
build 
on 
the 
child/family’s 
interests 
and 
assets, 
current 
opportunities, 
and 
participation, 
resulting 
in 
new 
ways 
of 
interacting 
with 
objects 
and 
people, 
as 
well 
as 
increased 
frequency, 
intensity 
and 
variety 
of 
opportunities. 


Copyright © 2002 • Family, Infant and Preschool Program 


CASE 

BackgroundInformation 


Identifying 
Information 
Child’s 
Name: 
Date 
Completed: 
Date 
of 
Birth: 
Child’sAge: 
Year 
Gender: 
Female 
Month 
Day 
Male 


AssessmentInformationAdministration 
Assessment 
Setting: 
Respondent’s 
Name: 
Administrator’s 
Name: 
Relationship 
to 
Child: 
Title: 


Assessment 
Purpose 
Purpose 
of 
this 
assessment: 
Additional 
comments 
about 
identifying 
information 
or 
administrative 
conditions: 


Copyright © 2002 • Family, Infant and Preschool Program 


CASE 
Components 
Activity 
Settings 
Child 
Interests 
ChildAssets 
Family 
Life 
Community 
Life 
Early 
ChildhoodPrograms 


Copyright © 2002 • Family, Infant and Preschool Program 


CASE 
Components 
Functional 
/Meaningful 
Interactions 
Current 
Opportunities 
Current 
Participation 
Possibilities 
Family 
Life 
Community 
Life 
Early 
Childhood 
Programs

Copyright © 2002 • Family, Infant and Preschool Program 


CASE 

Asset-Based 
ContextMatrix©Assessment 
Questions 


Activity 
Settings 
• 
• 
• 
• 
• 
What 
does 
your 
child 
and 
family 
do 
every 
day 
or 
almost 
everyday? 
What 
are 
those 
things 
that 
have 
to 
be 
done, 
such 
as 
meals, 
dressing, 
bathing? 
What 
does 
your 
child 
and 
family 
do 
certain 
days, 
on 
weekends 
or 
times 
of 
the 
week/year? 
What 
are 
the 
special 
events 
in 
which 
your 
child 
and 
family 
participate? 
What 
are 
the 
special 
activities 
or 
events 
as 
part 
of 
your 
child 
and 
family’s 
life? 
Child/Family 
Interests 
• 
• 
• 
How 
does 
your 
child/family 
choose 
to 
spend 
time? 
What 
are 
your 
child’s 
favorite 
toys, 
people, 
and 
events? 
What 
things 
are 
interesting 
or 
enjoyable 
to 
your 
child 
and 
family? 
Child/FamilyAssets 
• 
• 
• 
What 
does 
your 
child 
and 
family 
work 
especially 
hard 
at 
doing? 
What 
are 
your 
child 
and 
family 
especially 
good 
at 
doing? 
What 
are 
your 
child 
and 
family’s 
strengths, 
skills, 
and 
accomplishments? 
Functional/Meaningful 
Interactions 
• 
• 
• 
• 
What 
does 
your 
child 
do 
to 
get 
started 
in 
play? 
What 
does 
your 
child 
do 
to 
keep 
play 
or 
an 
interaction 
with 
you 
or 
others 
going? 
How 
does 
your 
child 
get 
what 
he 
or 
she 
wants? 
How 
does 
your 
child 
get 
to 
where 
he 
or 
she 
wants 
to 
go? 
Opportunities 
• 
• 
• 
• 
What 
activities 
does 
your 
child 
get 
to 
do 
everyday? 
How 
often 
does 
your 
child 
get 
to 
do 
his 
or 
her 
favorite 
things? 
Where 
are 
the 
places 
your 
child 
gets 
to 
do 
the 
things 
he 
or 
she 
likes 
and 
can 
do? 
Who 
does 
your 
child 
get 
to 
play 
or 
interact 
with 
on 
a 
regular 
basis? 
Participation 
• 
• 
What 
does 
your 
child 
actually 
do 
during 
an 
activity 
that 
he 
or 
she 
likes 
to 
do 
and 
is 
good 
at 
doing? 
What are the specific ways in which your child participates in interactions with objects 
and 
people? 
Possibilities 
• 
• 
Whatarethewaysthatyourchild’scurrentopportunitiesandparticipationcanbeexpanded? 
Whatinteractionsandskillswouldyoulikeyourchildtodevelop? 


Copyright © 2002 • Family, Infant and Preschool Program 


CASE 
NotesandComments
Copyright © 2002 • Family, Infant and Preschool Program