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�April 2006 Volume 2, Number 4
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 © 2006Center for the Advanced Study of Excellence
in Early Childhood and Family Support Practices
Asset-Based Context Matrix: An Assessment Tool for Developing
Contextually-Based Child Outcomes
Linda L. WilsonDonald W. Mott
IntroductIon
The ABC Matrix is a contextually-based
assess-menttoolthatuseschildren’sassets(personalinterestsandabilities)asfactorspromotingtheirparticipationineverydaynaturallearningenvironments.Thetoolpro-videspractitionersandparentsausefulwayofgather-ing
functional andmeaningful information
fordevel-opingcontextually-basedoutcomesandimplementinginterventionsandchildlearningactivitiesineverydaynatural
learningenvironments.The reader is
referredtoWilson,Mott,andBatman(2004)foramorecom-pletedescriptionofthedevelopmentanduseoftheas-sessmentandinterventiontool.
TheABC
Matrixisbasedonthepremisethat“nat-uralenvironmentsarenotplaces,buttheeverydayrou-tines,
experiences, and activities occurring in
differ-entsocialandnonsocialcontextsaspartoffamilyandcommunitylife”(Raab&Dunst,2004,p.16).Figure1shows
theassessmentmodel thatguided thedevelop-mentof theABC
Matrix.Themodelstructures
infor-mationgatheringaboutchildren’s:(1)opportunitiestoexpress
interestsandassets, (2)useof functionalandmeaningful behaviors in
purposeful everyday
socialandnonsocialactivities,and(3)learningopportunitiesand
participation in everyday activities.
Informationabouteachofthesecharacteristicsisobtainedbyiden-tifyingthechild’severydayactivitiesthatconstitutethefabricofachild’s
life, and learning
theopportunitiesthathappenaspartoffamilylife,communitylife,andearlychildhoodsettings.
The assessment model is guided by a
particularapproachtoearlychildhoodinterventionpracticesthatemphasizestheimportanceofhavingchildrenboth
t o o l sCASE Instruments and Proceduresfor Implementing Early
Childhoodand Family Support Practices
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 im-plementing an approach to
early childhood intervention practices that emphasizes the
importance of children’s learning in natu-ral environments. It is
designed to be used by practitioners and parents for identifying
children’s interests and assets and promot-ing children’s learning
opportunities and participation in everyday life experiences and
activities. Its use increases the likeli-hood that interventions
are implemented in everyday natural environments.
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2April 2006 Volume 2, Number 4
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learninnaturalenvironmentsandparticipateindevel-opment-instigating
activities as part of everyday
life(Dunst,2005;Dunstetal.,2001;Dunst&Humphries,2003).Basedonanextensivereviewandsynthesisoftheearlychildhoodliterature,Dunst,Hamby,Trivette,Raab,andBruder(2000)concludedthat:
•
Childrenaremorelikelytoengageinactivitiesinwhichtheyareinterestedandatwhichtheyareca-pable.
• Learning is enhanced when children engage
inmeaningfulactivitiesineverydaynaturalenviron-ments.
•
Participationineverydayactivitiesincreaseswhenchildrenhavemanyopportunitiestoengageinin-teractionswithpeopleandobjectsthatsupportandstrengthen
their abilities in naturally occurringways.
• Children are more likely to develop and
perfecttheirinteractivecompetencieswithpeopleandob-jects when they
have numerous opportunities
toengageininteractionsthatsupportandstrengthenexistingandemergingabilitiesinnaturallyoccur-ringwaysaspartofeverydaylife.
ABC MAtrix components TheABC Matrix
includessevenassessmentcom-ponents:(1)contextsforlearning,(2)theeverydayac-tivitiesthatoccurwithinthelearningcontexts,(3)childinterestsandassets,(4)childfunctionalandmeaning-ful
context-specific behaviors, (5) opportunities to
use interests and assets, (6) participation in
everydayactivities as a means for strengthening child compe-tence,
and (7) newly afforded activities
(possibilities)forfurtherpromotingandstrengtheningchildcapabili-ties.Takentogether,informationineachcomponentisusedto“paintapicture”ofhowbesttoprovideachildinterest-basedlearningopportunitiesinthecontextofeverydayactivities.
contexts of Learning TheABC Matrix
assessesachild’severydaypar-ticipationinthecontextsoffamilylife,communitylife,andearlychildhoodprograms(whereapplicable).Fam-ily
life
includestheday-to-dayactivitiesandeventsinwhichachildandfamilyparticipate,suchashouseholdroutines
and chores, holiday celebrations and
specialevents,indoorandoutdoorplay,andfamilytraditionsandrituals.Community
life
includesactivitiesandin-teractionsthechildandfamilyhaveaspartofoutingstothepark,recreationcenteractivities,formalandin-formalreligiousevents,andsoforth.Early
childhood program activities
includeonesthatoccurinchildcaresettings,mother’sdayoutprograms,HeadStart,play-groups,
family resource centers, and other preschoolsettings. The reader is
referred to Dunst,
Hamby,Trivette,RaabandBruder(2000)foradetailedlistofeverydayactivitiesthatarethecontextforchildlearn-ing.
Activity settings Activity settings are the everyday experiences
inwhich a child spends time engaging in interactionswith people and
objects. These are naturally occur-ring routines and daily events,
like getting ready
forbed,eatingmeals,ridinginthecar,beingreadastory,neighborhood
walks, playing outside on swings,
andplayingdressup.Thesedifferentkindsofactivityset-tings provide
opportunities for a child to learn aboutand to express his or her
interests and assets
(Dunst&Bruder,1999;Dunst&Hamby,1999a,1999b;Gal-limore&Goldenberg,1993;Raab,2005).Activityset-tingsofferopportunities
forchildren toparticipate inandbuildupontheircompetencies
invarioussettingswithdifferentmaterialsandwithavarietyofpeopleindiverseways.
Interests and Assets
Interestsarethechild’slikes,preferences,andfa-vorites that
encourage engagement and participationin different activities and
settings, and expression ofexisting competence and enhancement of
new abili-
Figure 1. Major components of the asset-based child assess-ment
model.
COM
MUN
ITY
LIFE
EARLY CHILHOOD PROGRAMS
FAMILY LIFE
Child Interestsand Assets
EverydayLearning
Opportunitiesand
Participation
Functionaland
MeaningfulBehavioralInteractions
ChildOutcomes
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ties(Dunst,Herter,&Shields,2000;Kellegrew,1998).Interests
includehow thechild spends
timeandwhatactivitiesoreventsmaintainhisorherattention(Raab,2005).
Assetsareachild’sabilities,strengths,talents,andcapabilities.Achildismostlikelytousehisorheras-setsasthemeansforparticipatingineverydayactivitysettingswhenlearningopportunitiesareinterest-based.Children’s
assets include behaviors such as smiling,vocalizing, pointing,
reaching, crawling, talking, andjumping. As children use their
abilities to
participateindifferentactivities,theyareabletostrengthentheseabilitiesandlearnnewskills.
Functional and meaningful Behavioral Interactions
Functionalandmeaningfulbehavioralinteractionsrefer to those skills
that enable a child to produce
arangeofsocial-adaptivecompetencies,aspartofpar-ticipation in
interest-based everyday activities,
whichinturn,promoteandincreaseparticipationineverydayactivityinindependent,competent,andsatisfyingways(Bricker,Pretti-Frontczak,&McComas,1998;Wolery,1989).
The term functional is used specifically to mean the relationship
between child behavior and its
envi-ronmentalconsequences.Examplesofchildren’sfunc-tionalandmeaningfulbehavioralinteractionsinclude,butarenot
limited to,usingwords
tocommunicateadesiretogooutsidetoplay,usingacuptodrinkmilkatmealtime,
and crawling across the floor to play with a favoritetoy.
opportunity The term opportunity refers to the number,frequency,
and quality of the experiences occurringin activity settings that
promote increased social
andnonsocialchildparticipationineverydayactivity(Dunst,2005;Kellegrew,1998).AccordingtoKellegrew(1998),participationineverydayactivityrequiressimultaneousattentiontotwoaspectsofearlychildhoodintervention:opportunity
and ability—where the relationshipbetween opportunity and ability
is bidirectional andinterdependent. Opportunity refers to the
variety ofeverydayexperiencesandactivityprovidingthecontextsfor
expressing existing abilities and learning newcompetence. Ability
refers to the behavior, skills,
andcompetencethatarestrengthenedorlearned,andpermitincreased child
participation in every day family
andcommunityactivity.Opportunityprovidesacontextforcompetence
expression, and improved ability
provideschildrentheskillsnecessaryforchild-initiatedactivity.
participation Participation refers to the ways in which a
childtakespart ineverydayactivities.Participatoryoppor-tunities
help a child strengthen existing abilities
andlearnnewskills.Havingasmanyopportunitiesaspos-sibletoparticipateineverydayactivitieshelpsachildtoperfectalreadylearnedskills,elaborateonhisorherabilities,andlearnnewwaystoparticipateindifferentactivities.
possibilities Possibilities are the ways in which a child
andfamily can increase the child’s opportunities to
learnandparticipate ineverydayactivities (Dunst,Bruder,Trivette,
Raab, & McLean, 2001; Kellegrew, 1998).They are the newly
afforded opportunities and waysof participating in everyday
experiences.Possibilitiesbuildoncurrentopportunitiesandparticipationthatre-sultinnewwaysofinteractingwithobjectsandpeople,aswellasincreasethefrequency,number,andqualityoflearningopportunities.
AdmInIstrAtIon oF the ABC MAtrix
The ABC Matrix includes four sections: (1) in-structions for
administering the scale, (2) child iden-tification and background
information, (3) a format forcollectingassessment information,and
(4) samplequestions to conduct the assessment process. The first
section includes instructions and definitions for each of
theassessmentcomponents.ThesecondsectionoftheABC
Matrixisusedtorecordchildage,birthdate,andgender, assessment
setting(s), and other backgroundinformation. The third section
provides a
frameworkforrecordingassessmentinformation.Thecontextsoflearning
family life, community life, and early child-hood
programsarelistedintheleftandrightcolumnsoftherecordingpageandthetargetsofassessmentarelistedacrossthetop.Thefourthsectionincludesques-tionsthatpractitionerscanuseforgatheringinforma-tionforeachassessmentcomponents.
Implementation The first step in administering the ABC
MatrixistointroducetheABC
Matrixtotheparent(s)andexplainthepurposeoftheassessmentprocess.ThepractitionerexplainsthattheABC
Matrixisanassessmenttoolforgatheringandrecordinginformationaboutachildandfamily’severydaylifethatisusedtoplanmeaningfulearlychildhood
interventionoutcomes.Thepractitio-nerfurtherexplainsthatachildlearnsbestbyhaving
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theopportunitiestodothingsthechildlikestodoandisgoodatdoing,andwhen(s)hehasopportunitiestodothesethingsinthecontextofeverydayactivities.
Information Gathering TheABC
Matrixfocusesonthreemainsourcesorcontextsoflearningopportunities(familylife,commu-nitylife,andearlychildhoodprogramactivity)andsixcharacteristicsofchildbehavior(involvementinactivi-tysettings,interests,assets,functionality,opportunity,andparticipation)inthesesettings.Assessmentinfor-mation
isgatheredon theABC Matrix by conversingwith parents, and
interacting with and observing thechild ineverydaynatural
learningenvironments.Theinformationisgatheredtypicallyinaninformalmannerratherthanbyformallyadministeringthescale.Parentsareasked
todescribea typicaldayand
theeveryday,weekly,andspecialactivitiesandeventsinwhichthechildandfamilyparticipate.
TheinformationontheABC
Matrixisusedtode-velopinterventionsthatbuildonchildren’sstrengths,as-sets,andopportunitiestoparticipateineverydaylearn-ingactivities.Thepractitionercandothisinanumberofdifferentways.Somepractitionersmightbecomfort-able
asking theparent to tell themabout the
activitiesthatmakeuptheirdayandothersmightbeginbytalkingabout the
child’s interests.Eachpractitioner uses theirown style in a way
that supports and strengthens theparent’sabilities toshare
informationabout
theirchildandfamily.Astheparent(s)describetheirday,theprac-titionerrecordstheinformationontheABC
Matrixas-sessmentprotocol.
case example
Table1includesexamplesofassessmentinforma-tiongeneratedbyaparentandpractitionerinthecon-textof
three everyday family activities forone
child.Oneofthechild’sinterestsisplayinginwater. The parent reports
that the child enjoys taking
abathandparticularlylikestosplashandkickinthewa-ter.Thepractitionerrecordsbathtimeasafamilyac-tivity
settingandsplashingandkickinginthewateraschildinterests.Movinghishandsandkickingwithhisfeetaretwoofthischild’sassets
andarenotedontherecording form. The practitioner and parent
continuetodiscussandcollectinformationaboutthechild’sin-teractionswithobjectsandpeoplethroughoutthedayuntilacompletepictureofthechild’severydayactivi-ties,interests,assets,waysinwhichthechildusestheseinterestandassets,andtheopportunitiesthechildisaf-
fordedarerecordedontheABC
Matrix.Thisprocedureisfollowedforeachlearningcontextandeachassess-mentcomponent.Thisinformationhelpsthepractitio-ner
and parent develop context-specific and functional
interventionoutcomes.Forexample,oneoutcome forthis child is
“Jimmy’s parents will provide him
op-portunitiestoengagein2to3activitysettingssuchasbath
time,waterplay, and swimming,
topromotehiskickingandsplashingandexpandonhiswaterplaytoincludetoysandobjects.”Thelikelihoodthat“Jimmy”willstrengthencurrentabilitiesandlearnnewskillsisincreasedbyprovidinghimopportunitiestodowhathelikes
todoand isgoodatdoing ineveryday learningactivities.
ImpLIcAtIons oF the ABC MAtrixFor prActIce
WorkcompletedtodateusingtheABC Matrixin-dicates that thescalehas
threemajor implicationsforearlychildhoodintervention.First,theABC
Matrixisaninnovativeassessmentprocessthatresultsinidenti-fication
of useful and functional assessment informa-tion based on
children’s participation in the contextsofeverydayactivities.TheABC
Matrix
iseasilyusedbypractitionersandparentsasanassessmentprocessfocusing
specifically on contextually-based everyday learningopportunities.
Second,theABC Matrixprovidesasimplebutef-ficient way for
practitioners and parents to gather
asset-basedandfunctionalinformationthatisconsistentwiththefamily’svalues,interests,andpriorities.Althoughthe
information generated is specific to each child and
family,theorganizationoftheinformationisbasedonconceptually sound
principles and practices of
earlychildhooddevelopment(e.g.,Bricker,Pretti-Frontczak,&
McComas, 1998; Bronfenbrenner, 1995; Dunst
&Bruder,1999;Dunst,Bruder,Trivette,Raab,&McLean,2001;Dunst,Herter,&Shields,2000;Hanft&Pilking-ton,2000;Kellegrew,1998;Wolery,1989).Becauseofthe
specificity, functionality, and procedural relevance
oftheinformation,theABC
Matrixisparticularlyhelp-fulindevelopinginterventionoutcomesandstrategiesthatcanbeimplementedinchildren’snaturallearningenvironments.
Third,theABC Matrixisausefultoolforsystem-atically collecting and
organizing information aboutchanges in a child’sdevelopment
andparticipation ineveryday activities over time. Information is
updatedasneededasachild’sactivitysettings,interests,assets,
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�April 2006 Volume 2, Number 4
CASE
behavioral capabilities, opportunities, and
participa-tionchangeasaresultofeverydaylifeexperiences.
concLusIon
The Asset-Based Context (ABC) Matrix is an
as-sessmenttoolusefulforgatheringmeaningfulinforma-tionfordevelopingcontextually-basedchildoutcomesand
implementing interventions and child learningactivities
ineverydaynaturalenvironments. It isspe-cifically designed to be
used by practitioners and par-ents for identifying children’s
personal interests
andabilitiesandforpromotingchildren’sopportunitiesandparticipation
in everyday life experiences and activi-ties.Practitioneruseof
theABC Matrix helps ensurethat interventions are developed based on
the
every-dayactivitiesandroutinesoccurringinthecontextsoffamilyandcommunitylife(i.e.,naturalenvironments).Thisensures,orat
least increases the likelihood, thatinterventions have optimal
positive benefits. Studies conductedwithdifferent groupsof
practitioners
havefoundthatthetoolisconsideredbothvalidandusefulforitsintendedpurposes(Mott&Wilson,2006;Wil-son&Mott,2005).
reFerences
Bricker, D., Pretti-Frontczak, K., & McComas, N.(1998).An
activity-based approach to early
inter-vention(2nded.).Baltimore:Brookes.
Bronfenbrenner, U. (1995). Developmental
ecologythroughspaceandtime:Afutureperspective.InP.Moen,G.H.Elder,Jr.&K.Lüscher(Eds.),Exam-ining
lives in context: Perspectives on the ecology of human
development(pp.619-647).Washington,DC:AmericanPsychologicalAssociation.
Dunst, C. J. (2005). Parent-mediated everyday childlearning
opportunities: I. Foundation and opera-tionalization.CASEinPoint,
1(8).
Dunst,C.J.,&Bruder,M.B.(1999).Familyandcom-munityactivitysettings,naturallearningenviron-ments,andchildren’slearningopportunities.Chil-dren’s
Learning Opportunities Report, 1(2),1-2.
Dunst, C. J., Bruder, M. B., Trivette, C. M.,
Hamby,D.,Raab,M.,&McLean,M.(2001).Characteris-ticsandconsequencesofeverydaynaturallearningopportunities.
Topics in Early Childhood Special Education, 21,68-92.
Dunst,C.J.,Bruder,M.B.,Trivette,C.M.,Raab,M.,&McLean,M.(2001).Naturallearningopportuni-tiesforinfants,toddlers,andpreschoolers.Young
Exceptional Children, 4(3),18-25(ErratuminVol.14(14),25).
Dunst,C.J.,&Hamby,D.(1999a).Communitylifeassourcesofchildren’slearningopportunities.Chil-dren’s
Learning Opportunities Report, 1(4).
Dunst,C.J.,&Hamby,D.(1999b).Familylifeassourc-esofchildren’slearningopportunities.Children’s
Learning Opportunities Report, 1(3).
EverydayActivitySettings
ChildInterests
ChildAssets
Functional/MeaningfulBehavioralInteractions
LearningOpportunities ChildParticipation
LearningPossibilities
BathTime Splashingthewater;playingwithboats
Splashes
Kickshisfeet
Useshandsandfeettosplashwatertogetparentsattention
Bathtimeiseveryday
Hasthechancetosplashandisencouragedtopushtheboats
Continuetoencouragetopushtheboats
Lookforotheractivitysettingswherethechildhastheopportunitytosplashinwater
Ridinginthecar
Singingsongs Bouncesincarseat
Willmakesoundtogetmusicturnedon
Ridesinthecartopickupbrothereveryday
Willmovetomusic;beginningtomakesoundsalongwithsongs
Usesoundstosingalongwithsongs
Lookforotheractivitysettingswherethechildhastheopportunitytolistentomusic
Spendingtimeatthepark
Swinging Smiles
Sitsintheswing;moveslegs
Movelegswhilesittinginswingtogetittomoveagain
Getstogototheparkandswingonetimeaweek
Holdsontotheswing,willmovetogetittogo
Usesoundstoletparentknowhewantstoswingagain
Lookforotheractivitysettingswherethechildhastheopportunitytousesounds
AssessmentComponents
Table1Examples of Assessment Information Gathered in Each
Assessment Component of the ABC Matrix in the Context of Family
Life
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CASE
Dunst,C.
J.,Hamby,D.,Trivette,C.M.,Raab,M.,&Bruder,M.B.(2000).Everydayfamilyandcommu-nitylifeandchildren’snaturallyoccurringlearningopportunities.
Journal of Early Intervention, 23,151-164.
Dunst,C.J.,Herter,S.,&Shields,H. (2000).
Interest-basednaturallearningopportunities.Young Excep-tional
Children Monograph Series No. 2: Natural Environments and
Inclusion,37-48.
Dunst,C.J.,&Humphries,T.L.(2003,April).Achiev-ing a better
balance between child participation in everyday activity settings
and child developmental benefits,
PresentationmadeattheBiennialMeetingoftheSocietyforResearchinChildDevelopment,Tampa,FL.
Gallimore,R.,&Goldenberg,C.N. (1993).Thesocialconstruction
and subjective reality of activity set-tings: Implications for
community psychology.American Journal of Community Psychology, 21,
537-559.
Hanft,B.E.,&Pilkington,K.O.(2000).Therapyinnatu-ralenvironments:Themeansorendgoalforearlyin-tervention?Infants
and Young Children, 12(4),1-13.
Kellegrew,D.H.(1998).Creatingopportunitiesforoc-cupation:An
intervention topromote
theself-careindependenceofyoungchildrenwithspecialneeds.American
Journal of Occupational Therapy, 52,457-465.
Mott,D.W.,&Wilson,L.L.(2006).Furtherevidencefor
thevalidityof the asset-based contextmatrix.CASEinPoint,
2(4),1-6.
Raab,M.(2005).Interest-basedchildparticipationinev-erydaylearningactivities.CASEinPoint,
1(2),1-5.
Raab,M.,&Dunst,C.J.(2004).Earlyinterventionprac-titionerapproachestonaturalenvironmentinterven-tions.Journal
of Early Intervention, 27,15-26.
Wilson,L.L.,&Mott,D.W.(2005).Validityoftheas-set-basedcontextmatrix.
CASEinPoint, 1(4),1-4.
Wilson,L.L.,Mott,D.W.,&Batman,D.(2004).Theasset-based
context matrix: A Tool for
assessingchildren’slearningopportunitiesandparticipationinnaturalenvironments.Topics
in Early Childhood Special Education, 24,110-120.
Wolery, M. (1989). Using assessment information
toplaninstructionalprograms.InD.B.Bailey(Ed.),Assessing infants and
preschoolers with
handicaps(pp.478-495).EnglewoodCliffs,NJ:Merrill/Pren-ticeHall.
Authors
LindaL.Wilson,M.A.andDonaldW.Mott,M.A.areboth Senior Research
Associates, Family, Infant andPreschool Program, Center for the
Advanced StudyofExcellence
inEarlyChildhoodandFamilySupportPractices, J. Iverson Riddle
Developmental Center,Morganton,NorthCarolina.
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CASE
Copyright © 2002 • Family, Infant and Preschool Program
Appendix
Asset-Based Context Matrix©A Contexually-Based Assessment
Protocol for Young Children and Families
LindaL.Wilson&DonaldW.Mott
Instructions
TheAssetBasedContext(ABC)Matrixisanassessmenttoolforparentsandpractitionerstousetoidentifyexistingandpotentialcontextuallymeaningfulandfunctionallearningopportunitiesandactivitiesforchildren.TheABCMatrixiscompletedbyachild’sparents/primarycaregivers,withparticipationofanearlychildhoodpractitionerwhendesired.TheABCMatrixfocusesonthreetypesoflearningcontexts(familyactivitysettings,community
activity settings and early childhood program activities) and five
characteristics of child behavior
(interests,assets,functionality,opportunity,andparticipation).Informationisgatheredthroughconversationswithparents/primary
careproviders, and through interactionswith andobservationsof the
child innaturalenvironmentsandsettings.
Definition of Terms
Activity
Settingsaretheeverydayexperiences,opportunities,settingsoreventsthatinvolveachild’sinterac-tionswithpeopleorobjectsprovidinghimorherabasisforlearningaboutone’sownabilities.
interestsarethechild’slikesorpreferencesandincludefavoritetoys,objects,people,oreventsthatencourageengagementandparticipationindifferentactivitysettings.
Assetsarethechild’sabilities,strengths,skills,andcapabilitiesusedtoparticipateininteractionswithobjectsorpeopleandwhichproducedesiredsocialandnonsocialconsequencesandeffectsasaresultofparticipa-tion.
Functional and Meaningful
Activitiesareinteractionsbetweenchildrenandtheirsocialornonsocialsurround-ings,wherechildrenusebehaviorpurposefullytocommunicate,move,orinteractwithobjectsandpeople.
Opportunityreferstothefrequency,quantity,andqualityofexperiencesoccurringinactivitysettingspromot-ingincreasedsocialandnonsocialchildparticipationineverydayactivity.Opportunityincludesthenumberofchancesandthequalityofthosechancesthatchildrenhaveineverydayactivity.
Participation
referstothewaysinwhichachildtakespartineverydayactivity,promotingchildbehaviorthatisbothsociallyandculturallyacceptable.Childparticipationisincreasedinwaysthatprovideopportunitiesto
learn, practice, and perfect abilities that permit a child to “fit”
into his or her social and cultural groups and settings.
Possibilities refer tonewopportunitiesandwaysofparticipating
ineverydayactivitysettings.Possibilitiesbuildonthechild/family’sinterestsandassets,currentopportunities,andparticipation,resultinginnewwaysofinteractingwithobjectsandpeople,aswellasincreasedfrequency,intensityandvarietyofopportunities.
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Copyright © 2002 • Family, Infant and Preschool Program
BackgroundInformation
IdentifyingInformation
Child’sName: Gender: Female Male
Year MonthDay
DateCompleted:
DateofBirth:
Child’sAge:
AssessmentAdministrationInformation
AssessmentSetting:
Respondent’sName: RelationshiptoChild:
Administrator’sName: Title:
AssessmentPurpose
Purposeofthisassessment:
Additionalcommentsaboutidentifyinginformationoradministrativeconditions:
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Copyright © 2002 • Family, Infant and Preschool Program
Com
mun
ityL
ife
ActivitySettings ChildInterests ChildAssets
Fam
ilyL
ifeComponents
Early
Chi
ldho
odPr
ogra
ms
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Copyright © 2002 • Family, Infant and Preschool Program
Functional/MeaningfulInteractions
CurrentOpportunities
CurrentParticipation
Possibilities
Com
munityLife
EarlyChildhood
Programs
FamilyLife
Components
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Copyright © 2002 • Family, Infant and Preschool Program
Asset-BasedContextMatrix©AssessmentQuestionsActivitySettings
• Whatdoesyourchildandfamilydoeverydayoralmosteveryday?•
Whatarethosethingsthathavetobedone,suchasmeals,dressing,bathing?•
Whatdoesyourchildandfamilydocertaindays,onweekendsortimesoftheweek/year?•
Whatarethespecialeventsinwhichyourchildandfamilyparticipate?•
Whatarethespecialactivitiesoreventsaspartofyourchildandfamily’slife?
Child/FamilyInterests
• Howdoesyourchild/familychoosetospendtime?•
Whatareyourchild’sfavoritetoys,people,andevents?•
Whatthingsareinterestingorenjoyabletoyourchildandfamily?
Child/FamilyAssets
• Whatdoesyourchildandfamilyworkespeciallyhardatdoing?•
Whatareyourchildandfamilyespeciallygoodatdoing?•
Whatareyourchildandfamily’sstrengths,skills,andaccomplishments?
Functional/MeaningfulInteractions
• Whatdoesyourchilddotogetstartedinplay?•
Whatdoesyourchilddotokeepplayoraninteractionwithyouorothersgoing?•
Howdoesyourchildgetwhatheorshewants?•
Howdoesyourchildgettowhereheorshewantstogo?
Opportunities
• Whatactivitiesdoesyourchildgettodoeveryday?•
Howoftendoesyourchildgettodohisorherfavoritethings?•
Wherearetheplacesyourchildgetstodothethingsheorshelikesandcando?•
Whodoesyourchildgettoplayorinteractwithonaregularbasis?
Participation
•
Whatdoesyourchildactuallydoduringanactivitythatheorshelikestodoandisgood
atdoing?• What are the specific ways in which your child
participates in interactions with objects andpeople?
Possibilities
•
Whatarethewaysthatyourchild’scurrentopportunitiesandparticipationcanbeexpanded?•
Whatinteractionsandskillswouldyoulikeyourchildtodevelop?
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NotesandComments
