caset o l s · 2019-12-12 · the abc matrix is a contextually-based assess-ment tool that uses...

�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 sCASEInstruments and Procedures

for 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.

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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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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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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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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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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Com

mun

ityL

ife

ActivitySettings ChildInterests ChildAssets

Fam

ilyL

ifeComponents

Early

Chi

ldho

odPr

ogra

ms

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Functional/MeaningfulInteractions

CurrentOpportunities

CurrentParticipation

Possibilities

Com

munityLife

EarlyChildhood

Programs

FamilyLife

Components

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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

caset o l s · 2019-12-12 · the abc matrix is a contextually-based assess-ment tool that uses...

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