Set what the child will learn, how the team will teach it and how progress will be measured. Choose targets, assign responsibilities and record session results from baseline to mastery and maintenance.
For organizations managing plans, therapists delivering them and families working with the team.
Define a goal, establish a baseline and record attempts during teaching.
An illustration of goal phases, not a chart of expected results.
01 · Build the plan
Define the skill, teaching method and measure.
Choose a library goal, start with a teaching-method template or create a new goal. Prepare instructions and criteria before sessions begin.
A clear goal and sub-goals
Describe the skill and its domain, then break it into sub-goals. Specify what you will present to the child and the response you expect.
Teaching that fits the skill
Choose discrete-trial teaching (DTT), natural-environment teaching (NET), task analysis and chaining, shaping, incidental teaching, direct instruction or a custom procedure.
A clear measure for the skill
Choose accuracy, independence, fluency, duration or latency. Set criteria in the appropriate units so the team measures the same thing.
A structured mastery plan
Build phases, sub-phases or task steps with criteria and prompt levels. Define the progression and which criterion marks mastery.
Instructions for consistent delivery
Write the teaching steps, support levels, how to reduce help and what to do after an error. Give the team a consistent way to teach and record.
Reinforcement planned in advance
Record reinforcers, preferences, delivery instructions and reinforcement schedules, including ratio, interval or token-based arrangements.
Adapt the goal, do not just copy it.The library is a starting point. The professional reviews and adapts the child’s goal before activating it.
One goal, one measurement method.The goal’s selected method determines its collection and progress view; unrelated measures are not mixed into the same result.
02 · Assign & personalize
Adapt the goal and assign the team.
Link the goal to the child and department. Choose the responsible therapist and collaborators from the team and family.
An individual copy
Import a whole library goal or selected sub-goals into a separate copy for the learner. Later changes to the source library do not silently rewrite that plan.
Link the goal to the child’s department
Choose the child’s enrollment and department, then add collaborators eligible to work with them there.
Visible responsibility
Choose the responsible therapist and collaborators. Use reassignment when responsibility needs to move to another therapist.
Care beyond one professional
Include eligible internal therapists, external therapists through their passport code, and linked parents or guardians, subject to permissions.
Review before activation
Read the goal’s structured summary, check the plan and confirm activation. Drafting and active delivery are distinct steps.
Changes with a history
After activation, the measured definition is locked. Permitted changes to teaching, error correction or reinforcement require a reason and are recorded.
Participation is not unrestricted access.An invitation or collaborator role does not override the learner’s consent settings or the viewer’s permissions.
Goal status is different from the learning phase.Status shows whether the goal is active or paused. The learning phase shows baseline, training, generalization or maintenance.
03 · Choose targets
Choose the words and items to teach.
Targets are the teaching content: words, concepts, examples or specific items. Choose what suits the child and link it to the sub-goal.
Select individual targets
Choose relevant items from the organization’s target library and attach them to the appropriate sub-goal.
Use organized target sets
Attach named sets when a group of teaching items belongs together. Keep the set and its contents connected to the sub-goal.
Choose the learner’s content
Combine the required targets for the draft plan instead of assuming every item in a library belongs in every learner’s program.
Reference targets during teaching
Open the target list and groups inside the data collector to see the content selected for this goal without leaving the session.
Keep the teaching reference
Attached target names remain part of the learner’s reference even if the original library item or set is later archived.
Keep scoring at the right level
Targets describe what is being taught. Collection is scored at the sub-goal level, not presented as a separate score for every target item.
Targets and goals are different resources.Use the target catalog to explore teaching content; use goal libraries to explore reusable goal structures.
Select before you collect.Target references in the session are read-only. Plan their use as part of the learner’s goal authoring workflow.
Beyond goal libraries
Words, concepts and skills to practice.
Explore 31,189 Arabic targets and 70,376 English targets across 29 main categories in each language. Discover the skills, stimuli and ready-made sets that teams can organize and connect to learners’ sub-goals.
Open the goal from the session and record the child’s response, support level or time using the plan’s measure and steps.
Every result belongs to a session
Data stays linked to the child, goal and session occurrence so you can identify when and where it was recorded.
Trial-by-trial responses
Record trial results and prompt levels for the selected sub-goal, with the collection controls appropriate to the goal’s measure.
Timing when it matters
Use the duration, latency or fluency workflow when that is the selected measure, rather than forcing every skill into a percentage.
Task analysis, step by step
For chained skills, work with the task’s steps and their prompt levels so the data can show where support is still needed.
Keep the plan’s instructions at hand
Keep sub-goals, target references and the goal’s teaching structure accessible while collecting, connecting preparation with delivery.
Traceable corrections
Permitted data corrections create a new record linked to the original. The history is retained instead of silently overwriting what was recorded.
Data is evidence, not a guarantee.Recording a successful trial is different from meeting the goal’s mastery criteria or demonstrating retention.
The professional remains responsible.The platform structures collection and evaluates configured criteria; clinical interpretation remains the care team’s work.
05 · Review progress
See what the child has learned and where to help.
Review results across sessions, the support needed and the goal phase. Use this information to plan teaching and follow-up.
Baseline through maintenance
Follow baseline, training, generalization and maintenance in the goal’s phase view, alongside its mastery status.
Patterns across sessions
See how results change over time. Filter by date, the person recording data and the goal phase.
Task-step insight
Review each task step: the child’s performance, the help needed and where results improved or declined.
Generalization with a plan
Describe how the skill will be generalized and keep those instructions alongside the goal’s structured phases.
Retention scheduled deliberately
Plan maintenance with a start delay, number of checks and spacing. Use weekly, fortnightly, monthly, quarterly or custom schedules.
A connected next goal
Create a follow-up after a goal is mastered. Keep the connection between the goals and a separate learning record for each.
Read progress against its definition.Interpret results using the selected measure, criterion and teaching phase—not an isolated number.
Keep review accountable.Use the goal’s edit history and permitted data views to understand changes. Sharing and exports remain subject to their own access controls.
Your organization’s knowledge
A library you can build on.
Use catalog content or create private libraries, keeping the source, version and usage rights clear.
Private libraries
Create and maintain your organization’s own domains, sub-domains and goal templates without publishing them on this website.
A separate learner copy
Editing a library goal does not automatically change the copy used with the child.
Import, export and licensing
Move libraries between organizations through import and export, subject to permissions, content rights and licensing.
One part of a connected care journey.
Assessment helps the team understand needs. Goals organize teaching. Organizations, therapists and families each participate through their own role.
How is a goal library different from an assigned goal?
A library stores reusable goal structures. Assigning a library goal creates a separate learner-specific copy for review and adaptation. Source-library edits do not automatically change that copy.
Can the team build goals without starting from a library?
Yes. The authoring workflow supports a blank goal and teaching scaffolds as well as library import. The professional defines or reviews the content and criteria before activation.
Are targets scored independently?
Targets and sets identify the teaching content attached to a sub-goal. The collector shows those references, but scoring remains at sub-goal level rather than assigning a separate result to every target item.
What can change after a goal is activated?
The measured definition, mastery structure and sub-goals are locked outside draft. Permitted changes to teaching instructions, error correction and reinforcement require a reason and create an audit entry. Collaborator changes follow their own permissions and history.
Can parents and external therapists participate?
Eligible linked parents or guardians and external therapists can be added as collaborators through the permitted workflow. What each person can see or do still depends on permissions, care context and consent.
Does the system replace clinical judgment?
No. It organizes the plan, records session evidence and evaluates configured criteria. Qualified professionals remain responsible for selecting goals, interpreting progress and deciding appropriate care.
Can we create our own libraries?
Yes. Authorized workspace members can build private libraries and organize their own reusable goals. Private content is not part of this public catalog.
Do the counts include assessment questions?
No. The goal-library counts shown here are separate from the reference target catalog and from assessment tools and their items.
Make each learner’s plan clear to everyone delivering it.
Choose content, define instructions and responsibilities, then record results and follow each child’s learning.
Functional Life Skills — Independence & Participation · Therapatic
06 · Goal libraries
Start with the goal libraries.
Browse published libraries, their domains and content counts. Choose a goal, then adapt the child’s copy within your organization.
The catalog below shows published libraries in this page’s language. Counts come from the catalog; private workspace libraries are not listed.
39Clinical libraries
326Domains
1,497Sub-domains
10,912Goals
Domains & sub-domains
Libraries group skills into domains and subdomains so you can find what fits the child’s needs.
Goals & sub-goals
Choose a goal with smaller teaching objectives. Assigning it creates an independent copy to adapt for the child.
Stimuli & target sets
Define what you present and the response expected. Link sub-goals to targets such as words or concepts to work on.
Phases & measurement
Teaching phases, steps, prompt levels and mastery criteria give measurement a structure. The team selects and adapts what is appropriate.
Goal libraries
Explore the library collection.
Choose a library to read its purpose, domains and sub-domains. Browse the collection a page at a time. These are goal-library counts, not target or assessment-item counts.
Life Skills & Transition
Functional Life Skills — Daily Living & Community
life-skills-daily-community
Functional routines for personal care, meals, home care, community participation, shopping, and money use, taught with dignity and increasing independence.
Dom
10
Sub
103
Goals
511
Subg
707
SDs
1,291
MIT License · v1.0.0
Life Skills & Transition
Functional Life Skills — Independence & Participation
life-skills-independence
Functional routines for travel, health care, safety, school and work participation, time use, daily communication, leisure, self-regulation, and digital safety.
Dom
10
Sub
107
Goals
561
Subg
893
SDs
1,531
MIT License · v1.0.0
Life Skills & Transition
Vocational Participation & Transition to Adulthood
vocational-adult-transition
A standalone, rights-based library for person-centered career discovery, training, job search, workplace communication, task performance, safety, accommodations, worker rights, earnings, job retention, career growth, and coordinated transition to adult services.
An independent lifespan library for functional attention access, initiation, working memory supports, planning, organization, flexible problem solving, self-monitoring, and independent learning across meaningful daily activities.
Dom
10
Sub
20
Goals
160
Subg
147
SDs
294
MIT License · v1.0.0
Learning Readiness
Learning Readiness, Visual Learning, and Flexible Responding
learning-readiness
Foundational learning systems that determine whether the learner can participate, benefit from reinforcement, discriminate nonverbal stimuli, and apply learned responding with flexibility.
Functional Life Skills — Independence & Participation
Functional routines for travel, health care, safety, school and work participation, time use, daily communication, leisure, self-regulation, and digital safety.
10
Domains
107
Sub-domains
561
Goals
893
Sub-goals
1,531
Stimulus–response pairs
Travel
Safe movement and participation in walking, vehicle, bus, ride-share, and route-based routines.
Entry and SeatbeltsObservable skills in “Entry and Seatbelts” that support increasingly independent and context-appropriate participation within “Travel”.
Walking with OthersObservable skills in “Walking with Others” that support increasingly independent and context-appropriate participation within “Travel”.
Street-crossing foundationsObservable skills in “Street-crossing foundations” that support increasingly independent and context-appropriate participation within “Travel”.
Parking-lot safetyObservable skills in “Parking-lot safety” that support increasingly independent and context-appropriate participation within “Travel”.
Public TransportObservable skills in “Public Transport” that support increasingly independent and context-appropriate participation within “Travel”.
Ride-share or taxi participationObservable skills in “Ride-share or taxi participation” that support increasingly independent and context-appropriate participation within “Travel”.
Route following and landmarksObservable skills in “Route following and landmarks” that support increasingly independent and context-appropriate participation within “Travel”.
Waiting safely for transportationObservable skills in “Waiting safely for transportation” that support increasingly independent and context-appropriate participation within “Travel”.
Responding to travel changesObservable skills in “Responding to travel changes” that support increasingly independent and context-appropriate participation within “Travel”.
Transportation independence readinessObservable skills in “Transportation independence readiness” that support increasingly independent and context-appropriate participation within “Travel”.
Vehicle SafetyObservable skills in “Vehicle Safety” that support increasingly independent and context-appropriate participation within “Travel”.
Health Care
Functional participation in health routines, symptom communication, appointments, medication-related routines, and basic first-aid support.
Health CommunicationObservable skills in “Health Communication” that support increasingly independent and context-appropriate participation within “Health Care”.
Cooperating with health checksObservable skills in “Cooperating with health checks” that support increasingly independent and context-appropriate participation within “Health Care”.
Health MeasurementsObservable skills in “Health Measurements” that support increasingly independent and context-appropriate participation within “Health Care”.
Medication routine participationObservable skills in “Medication routine participation” that support increasingly independent and context-appropriate participation within “Health Care”.
Clinic and appointment participationObservable skills in “Clinic and appointment participation” that support increasingly independent and context-appropriate participation within “Health Care”.
Dental visit participationObservable skills in “Dental visit participation” that support increasingly independent and context-appropriate participation within “Health Care”.
First-aid tolerance and reportingObservable skills in “First-aid tolerance and reporting” that support increasingly independent and context-appropriate participation within “Health Care”.
Rest and recovery routinesObservable skills in “Rest and recovery routines” that support increasingly independent and context-appropriate participation within “Health Care”.
Safety and Emergencies
Safety, boundary, emergency, stranger-awareness, and help-seeking skills taught with dignity and clear behavioral criteria.
Safe AdultsObservable skills in “Safe Adults” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Safety CallsObservable skills in “Safety Calls” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Stopping at danger cuesObservable skills in “Stopping at danger cues” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Fire and alarm responseObservable skills in “Fire and alarm response” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Emergency help requestObservable skills in “Emergency help request” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Personal boundary skillsObservable skills in “Personal boundary skills” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Unsafe item avoidanceObservable skills in “Unsafe item avoidance” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Getting lost responseObservable skills in “Getting lost response” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
School Participation
Functional school, classroom, group-learning, and shared-routine skills needed for participation across educational environments.
Classroom ArrivalObservable skills in “Classroom Arrival” that support increasingly independent and context-appropriate participation within “School Participation”.
Following group instructionsObservable skills in “Following group instructions” that support increasingly independent and context-appropriate participation within “School Participation”.
Managing personal materialsObservable skills in “Managing personal materials” that support increasingly independent and context-appropriate participation within “School Participation”.
Participating in table workObservable skills in “Participating in table work” that support increasingly independent and context-appropriate participation within “School Participation”.
Group Turn-TakingObservable skills in “Group Turn-Taking” that support increasingly independent and context-appropriate participation within “School Participation”.
School Self-AdvocacyObservable skills in “School Self-Advocacy” that support increasingly independent and context-appropriate participation within “School Participation”.
Completing classroom jobsObservable skills in “Completing classroom jobs” that support increasingly independent and context-appropriate participation within “School Participation”.
Packing and unpacking bagsObservable skills in “Packing and unpacking bags” that support increasingly independent and context-appropriate participation within “School Participation”.
Work Skills
Pre-vocational and vocational participation, work tolerance, task completion, supervision response, safety, and professional routines.
Work readiness and arrivalObservable skills in “Work readiness and arrival” that support increasingly independent and context-appropriate participation within “Work Skills”.
Following supervisor instructionsObservable skills in “Following supervisor instructions” that support increasingly independent and context-appropriate participation within “Work Skills”.
Completing assigned work tasksObservable skills in “Completing assigned work tasks” that support increasingly independent and context-appropriate participation within “Work Skills”.
Sorting and assembly tasksObservable skills in “Sorting and assembly tasks” that support increasingly independent and context-appropriate participation within “Work Skills”.
Cleaning and stocking tasksObservable skills in “Cleaning and stocking tasks” that support increasingly independent and context-appropriate participation within “Work Skills”.
Using work materials safelyObservable skills in “Using work materials safely” that support increasingly independent and context-appropriate participation within “Work Skills”.
Help and ClarificationObservable skills in “Help and Clarification” that support increasingly independent and context-appropriate participation within “Work Skills”.
Accepting feedback and correctionObservable skills in “Accepting feedback and correction” that support increasingly independent and context-appropriate participation within “Work Skills”.
Time Management
Functional routines for schedules, calendars, timers, sequencing, preparation, and completing daily responsibilities.
Using visual schedulesObservable skills in “Using visual schedules” that support increasingly independent and context-appropriate participation within “Time Management”.
Using timers and alarmsObservable skills in “Using timers and alarms” that support increasingly independent and context-appropriate participation within “Time Management”.
Preparing for next routineObservable skills in “Preparing for next routine” that support increasingly independent and context-appropriate participation within “Time Management”.
Completing morning routinesObservable skills in “Completing morning routines” that support increasingly independent and context-appropriate participation within “Time Management”.
Completing evening routinesObservable skills in “Completing evening routines” that support increasingly independent and context-appropriate participation within “Time Management”.
Managing personal belongingsObservable skills in “Managing personal belongings” that support increasingly independent and context-appropriate participation within “Time Management”.
Following multi-part daily plansObservable skills in “Following multi-part daily plans” that support increasingly independent and context-appropriate participation within “Time Management”.
Checking completed tasksObservable skills in “Checking completed tasks” that support increasingly independent and context-appropriate participation within “Time Management”.
Daily Communication
Functional communication used to access needs, clarify problems, make choices, report information, and participate in daily routines.
Preferred RequestsObservable skills in “Preferred Requests” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Requesting helpObservable skills in “Requesting help” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Requesting a breakObservable skills in “Requesting a break” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Rejecting or refusing appropriatelyObservable skills in “Rejecting or refusing appropriately” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Reporting needs or problemsObservable skills in “Reporting needs or problems” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Commenting and sharing informationObservable skills in “Commenting and sharing information” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Answering personal information questionsObservable skills in “Answering personal information questions” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Where and What QuestionsObservable skills in “Where and What Questions” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Leisure
Functional leisure engagement, recreation routines, choice-making, social participation, and flexible play or free-time skills.
Leisure ChoicesObservable skills in “Leisure Choices” that support increasingly independent and context-appropriate participation within “Leisure”.
Starting LeisureObservable skills in “Starting Leisure” that support increasingly independent and context-appropriate participation within “Leisure”.
Sustaining independent leisureObservable skills in “Sustaining independent leisure” that support increasingly independent and context-appropriate participation within “Leisure”.
Ending LeisureObservable skills in “Ending Leisure” that support increasingly independent and context-appropriate participation within “Leisure”.
Sharing materials and turnsObservable skills in “Sharing materials and turns” that support increasingly independent and context-appropriate participation within “Leisure”.
Shared LeisureObservable skills in “Shared Leisure” that support increasingly independent and context-appropriate participation within “Leisure”.
Outdoor recreation participationObservable skills in “Outdoor recreation participation” that support increasingly independent and context-appropriate participation within “Leisure”.
Family and Community LeisureChoosing, communicating, adapting, and participating in leisure with family and community partners.
Digital leisure boundariesObservable skills in “Digital leisure boundaries” that support increasingly independent and context-appropriate participation within “Leisure”.
Self-Regulation
Self-monitoring, coping, waiting, problem-solving, flexibility, and replacement responses for daily independence.
Recognizing personal stateObservable skills in “Recognizing personal state” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Requesting regulation supportObservable skills in “Requesting regulation support” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Using coping strategiesObservable skills in “Using coping strategies” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Waiting with a planObservable skills in “Waiting with a plan” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Accepting no or delayObservable skills in “Accepting no or delay” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Ending Preferred ActivitiesObservable skills in “Ending Preferred Activities” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Problem-solving blocked accessObservable skills in “Problem-solving blocked access” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Self-monitoring behavior or tasksObservable skills in “Self-monitoring behavior or tasks” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Digital Safety
Functional use of phones, tablets, communication technology, digital routines, and online safety boundaries.
Device CareObservable skills in “Device Care” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Digital Choices and LimitsSafe decisions about screen time, purchases, downloads, subscriptions, and device settings.
Calling or messaging caregiversObservable skills in “Calling or messaging caregivers” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Using calendar or remindersObservable skills in “Using calendar or reminders” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Safe Calls and MessagesObservable skills in “Safe Calls and Messages” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Information PrivacyObservable skills in “Information Privacy” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Photo and Video SafetyObservable skills in “Photo and Video Safety” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Scam RecognitionObservable skills in “Scam Recognition” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Responding to unknown contacts
Safety & Protection
Relationships, Consent & Sexuality Education
relationships-consent
A standalone, rights-based, age- and developmentally appropriate library for accurate body and puberty knowledge, relationships, consent, privacy, sexual and reproductive health, digital literacy, healthy relationship decisions, protection, disclosure, healthcare access…
Dom
10
Sub
20
Goals
148
Subg
143
SDs
286
MIT License · v1.0.0
Safety & Protection
Safety, Protection & Emergency Communication
safety-protection-emergency
A standalone, rights-based library for accessible safety communication, personal protection, home and community risk, digital and body safety, emergency help, preparedness, evacuation, reunification, and recovery.
Dom
10
Sub
20
Goals
154
Subg
147
SDs
294
MIT License · v1.0.0
Sensory & Motor
Fine Motor, Visual-Motor & Everyday Tool Use
fine-motor-visual-motor
An independent lifespan library for person-selected fine-motor and visual-motor participation, everyday tool use, written and digital output, adaptations, safety, and continuity across home, education, work, and community settings.
Dom
10
Sub
20
Goals
160
Subg
151
SDs
302
MIT License · v1.0.0
Sensory & Motor
Gross Motor, Mobility & Physical Participation
gross-motor-mobility
An independent lifespan library for person-selected posture, movement, transfers, walking, wheeled and assisted mobility, endurance, recreation, community access, safety, equipment, and continuity.
Dom
10
Sub
20
Goals
160
Subg
148
SDs
296
MIT License · v1.0.0
Health materials organisationObservable skills in “Health materials organisation” that support increasingly independent and context-appropriate participation within “Health Care”.
Health routines across caregiversObservable skills in “Health routines across caregivers” that support increasingly independent and context-appropriate participation within “Health Care”.
Allergy and dietary-restriction safetyObservable skills in “Allergy and dietary-restriction safety” that support increasingly independent and context-appropriate participation within “Health Care”.
Sleep and rest routinesObservable skills in “Sleep and rest routines” that support increasingly independent and context-appropriate participation within “Health Care”.
Home safety routines
Observable skills in “Home safety routines” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Community emergency routinesObservable skills in “Community emergency routines” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Water safetyObservable skills in “Water safety” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
Choking and medical-emergency responseObservable skills in “Choking and medical-emergency response” that support increasingly independent and context-appropriate participation within “Safety and Emergencies”.
School EventsObservable skills in “School Events” that support increasingly independent and context-appropriate participation within “School Participation”.
School routine independenceObservable skills in “School routine independence” that support increasingly independent and context-appropriate participation within “School Participation”.
Peer Free-Time InteractionObservable skills in “Peer Free-Time Interaction” that support increasingly independent and context-appropriate participation within “School Participation”.
Break and time-clock routinesObservable skills in “Break and time-clock routines” that support increasingly independent and context-appropriate participation within “Work Skills”.
Workplace social boundariesObservable skills in “Workplace social boundaries” that support increasingly independent and context-appropriate participation within “Work Skills”.
Adapting to schedule changesObservable skills in “Adapting to schedule changes” that support increasingly independent and context-appropriate participation within “Time Management”.
Independent routine monitoringObservable skills in “Independent routine monitoring” that support increasingly independent and context-appropriate participation within “Time Management”.
Clarifying misunderstandingObservable skills in “Clarifying misunderstanding” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Communication across partners and settingsObservable skills in “Communication across partners and settings” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Communication AidsObservable skills in “Communication Aids” that support increasingly independent and context-appropriate participation within “Daily Communication”.
Recovering after errorsObservable skills in “Recovering after errors” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Flexible use of regulation strategiesObservable skills in “Flexible use of regulation strategies” that support increasingly independent and context-appropriate participation within “Self-Regulation”.
Observable skills in “Responding to unknown contacts” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Unsafe Interaction ResponseObservable skills in “Unsafe Interaction Response” that support increasingly independent and context-appropriate participation within “Digital Safety”.
Using navigation supportsObservable skills in “Using navigation supports” that support increasingly independent and context-appropriate participation within “Digital Safety”.