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This article provides a description of the Asset-Based Context Matrix (ABC Matrix). The ABC Matrix is an assessment tool for designing interventions for children in natural learning environments. The tool is based on research evidence indicating that children's learning is enhanced in contextually meaningful learning environments. The ABC Matrix focuses on three types of learning contexts (family activity settings, community activity settings, and early childhood activities) and five characteristics of child behavior (interests, assets, functionality, opportunity, and participation). Information is gathered through conversations with parents, as well as through interactions with and observations of the child in natural environments. The ABC Matrix yields a rich array of information about a child's everyday life that is useful for intervention planning. Sample questions, examples of information obtained, links to IFSP development, and a copy of the ABC Matrix are included.
In this article, the authors provide a description of a practice-based assessment tool, the Asset-Based Context Matrix (ABC Matrix), and illustrate its usefulness for assessment and intervention planning purposes. The ABC Matrix is a contextually based assessment tool that considers children's everyday interests and abilities as factors promoting participation in natural environments. The tool assists practitioners and parents in gathering functional and meaningful information for developing contextually based outcomes and implementing interventions and activities in natural learning environments.
This article is divided into the following six sections:
1. the foundation of and rationale for contextually based assessments,
2. a description of the ABC Matrix's operational framework,
3. the operational definitions of the assessment components,
4. a description of how to administer the ABC Matrix,
5. examples of ABC Matrix use, and
6. results from field-testing the ABC Matrix.
FOUNDATION AND RATIONALE FOR CONTEXTUALLY BASED ASSESSMENTS
Since the reauthorization in 1997 of the Individuals with Disabilities Education Act (IDEA), U. S. states have been required to provide early interventions in natural learning environments for children ages birth to 3 years with disabilities or developmental delays (Walsh, Rous, & Lutzer, 2000). Policymakers and practitioners have struggled with this natural environment provision, however, because traditional service delivery models and approaches to early intervention and therapy do not fit well with the requirements (Hanft & Pilkington, 2000; Rainforth & Roberts, 1996; Wilcox & Shannon, 1996).
Traditional early intervention practices focus on...