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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

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

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.
L�scher
(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

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.

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:

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

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

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?