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 — Daily Living & Community · 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 routines for personal care, meals, home care, community participation, shopping, and money use, taught with dignity and increasing independence.
10
Domains
103
Sub-domains
511
Goals
707
Sub-goals
1,291
Stimulus–response pairs
Personal Hygiene
Functional hygiene, grooming, body-care, and personal presentation routines performed with dignity and increasing independence.
HandwashingObservable skills in “Handwashing” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Face CareObservable skills in “Face Care” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Toothbrushing and oral-care routinesObservable skills in “Toothbrushing and oral-care routines” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Hair CareObservable skills in “Hair Care” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Nose CareObservable skills in “Nose Care” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Bathing and shower participationObservable skills in “Bathing and shower participation” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Nail and skin-care participationObservable skills in “Nail and skin-care participation” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Body Care and ShavingObservable skills in “Body Care and Shaving” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Personal-care materials organizationObservable skills in “Personal-care materials organization” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Self-checking for hygiene completionObservable skills in “Self-checking for hygiene completion” that support increasingly independent and context-appropriate participation within “Personal Hygiene”.
Toileting
Functional bathroom participation, initiation, privacy-aware toileting routines, hygiene, and completion checks across settings.
Bathroom tolerance and entryObservable skills in “Bathroom tolerance and entry” that support increasingly independent and context-appropriate participation within “Toileting”.
Scheduled toileting participationObservable skills in “Scheduled toileting participation” that support increasingly independent and context-appropriate participation within “Toileting”.
Bathroom RequestsObservable skills in “Bathroom Requests” that support increasingly independent and context-appropriate participation within “Toileting”.
Clothing management for toiletingObservable skills in “Clothing management for toileting” that support increasingly independent and context-appropriate participation within “Toileting”.
Toilet UseObservable skills in “Toilet Use” that support increasingly independent and context-appropriate participation within “Toileting”.
Hygiene after toiletingObservable skills in “Hygiene after toileting” that support increasingly independent and context-appropriate participation within “Toileting”.
Flushing and bathroom cleanupObservable skills in “Flushing and bathroom cleanup” that support increasingly independent and context-appropriate participation within “Toileting”.
Handwashing after toiletingObservable skills in “Handwashing after toileting” that support increasingly independent and context-appropriate participation within “Toileting”.
Clothing
Participation and independence in selecting, putting on, removing, adjusting, and caring for clothing across daily contexts.
Clothing tolerance and cooperationObservable skills in “Clothing tolerance and cooperation” that support increasingly independent and context-appropriate participation within “Clothing”.
Doffing clothingObservable skills in “Doffing clothing” that support increasingly independent and context-appropriate participation within “Clothing”.
Donning clothingObservable skills in “Donning clothing” that support increasingly independent and context-appropriate participation within “Clothing”.
Clothing OrientationObservable skills in “Clothing Orientation” that support increasingly independent and context-appropriate participation within “Clothing”.
Fasteners and closuresObservable skills in “Fasteners and closures” that support increasingly independent and context-appropriate participation within “Clothing”.
Footwear and socks managementObservable skills in “Footwear and socks management” that support increasingly independent and context-appropriate participation within “Clothing”.
Weather-appropriate clothing selectionObservable skills in “Weather-appropriate clothing selection” that support increasingly independent and context-appropriate participation within “Clothing”.
Context-appropriate clothing selectionObservable skills in “Context-appropriate clothing selection” that support increasingly independent and context-appropriate participation within “Clothing”.
Mealtime sitting and participationObservable skills in “Mealtime sitting and participation” that support increasingly independent and context-appropriate participation within “Eating”.
Finger feeding and self-feedingObservable skills in “Finger feeding and self-feeding” that support increasingly independent and context-appropriate participation within “Eating”.
Utensil useObservable skills in “Utensil use” that support increasingly independent and context-appropriate participation within “Eating”.
Cup and straw drinkingObservable skills in “Cup and straw drinking” that support increasingly independent and context-appropriate participation within “Eating”.
Biting and ChewingObservable skills in “Biting and Chewing” that support increasingly independent and context-appropriate participation within “Eating”.
Food VarietyObservable skills in “Food Variety” that support increasingly independent and context-appropriate participation within “Eating”.
Meal setup and cleanupObservable skills in “Meal setup and cleanup” that support increasingly independent and context-appropriate participation within “Eating”.
Requesting help during mealsObservable skills in “Requesting help during meals” that support increasingly independent and context-appropriate participation within “Eating”.
Safe mealtime routines
Food Preparation
Age-appropriate participation in snack preparation, simple meals, kitchen organization, and safety routines.
Kitchen SetupObservable skills in “Kitchen Setup” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Food WashingObservable skills in “Food Washing” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Spreading, pouring, and mixingObservable skills in “Spreading, pouring, and mixing” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Simple snack assemblyObservable skills in “Simple snack assembly” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Food SafetyObservable skills in “Food Safety” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Microwave and appliance safetyObservable skills in “Microwave and appliance safety” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Cold meal preparationObservable skills in “Cold meal preparation” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Hot-food safety awarenessObservable skills in “Hot-food safety awareness” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Home Care
Functional home participation through cleaning, organizing, household materials use, and shared living routines.
Putting items awayObservable skills in “Putting items away” that support increasingly independent and context-appropriate participation within “Home Care”.
Bedroom organizationObservable skills in “Bedroom organization” that support increasingly independent and context-appropriate participation within “Home Care”.
Table clearing and wipingObservable skills in “Table clearing and wiping” that support increasingly independent and context-appropriate participation within “Home Care”.
Dish routinesObservable skills in “Dish routines” that support increasingly independent and context-appropriate participation within “Home Care”.
Trash and recycling routinesObservable skills in “Trash and recycling routines” that support increasingly independent and context-appropriate participation within “Home Care”.
Cleaning Product SafetyObservable skills in “Cleaning Product Safety” that support increasingly independent and context-appropriate participation within “Home Care”.
Surface CleaningObservable skills in “Surface Cleaning” that support increasingly independent and context-appropriate participation within “Home Care”.
Bathroom cleaning participationObservable skills in “Bathroom cleaning participation” that support increasingly independent and context-appropriate participation within “Home Care”.
Pet-care participation where appropriate
Laundry
Participation and independence in sorting, washing, drying, folding, storing, and caring for clothing.
Clothing Care NeedsObservable skills in “Clothing Care Needs” that support increasingly independent and context-appropriate participation within “Laundry”.
Sorting laundryObservable skills in “Sorting laundry” that support increasingly independent and context-appropriate participation within “Laundry”.
Loading LaundryObservable skills in “Loading Laundry” that support increasingly independent and context-appropriate participation within “Laundry”.
Detergent and laundry-chemical safetyObservable skills in “Detergent and laundry-chemical safety” that support increasingly independent and context-appropriate participation within “Laundry”.
Washer and dryer routinesObservable skills in “Washer and dryer routines” that support increasingly independent and context-appropriate participation within “Laundry”.
Drying ClothesObservable skills in “Drying Clothes” that support increasingly independent and context-appropriate participation within “Laundry”.
Folding clothingObservable skills in “Folding clothing” that support increasingly independent and context-appropriate participation within “Laundry”.
Putting clothing awayObservable skills in “Putting clothing away” that support increasingly independent and context-appropriate participation within “Laundry”.
Stains and DamageObservable skills in “Stains and Damage” that support increasingly independent and context-appropriate participation within “Laundry”.
Community Participation
Functional participation in community settings, public routines, waiting, navigation, and context-appropriate behavior.
Community Entry and ExitObservable skills in “Community Entry and Exit” that support increasingly independent and context-appropriate participation within “Community Participation”.
Staying with OthersObservable skills in “Staying with Others” that support increasingly independent and context-appropriate participation within “Community Participation”.
Public WaitingObservable skills in “Public Waiting” that support increasingly independent and context-appropriate participation within “Community Participation”.
Using public restroomsObservable skills in “Using public restrooms” that support increasingly independent and context-appropriate participation within “Community Participation”.
Rules and SignsObservable skills in “Rules and Signs” that support increasingly independent and context-appropriate participation within “Community Participation”.
Public Help RequestsObservable skills in “Public Help Requests” that support increasingly independent and context-appropriate participation within “Community Participation”.
Ordering or requesting servicesObservable skills in “Ordering or requesting services” that support increasingly independent and context-appropriate participation within “Community Participation”.
Managing community transitionsObservable skills in “Managing community transitions” that support increasingly independent and context-appropriate participation within “Community Participation”.
Shopping
Functional shopping routines including locating items, making choices, using lists, checkout participation, and consumer behavior.
Using a shopping listObservable skills in “Using a shopping list” that support increasingly independent and context-appropriate participation within “Shopping”.
Locating Store ItemsObservable skills in “Locating Store Items” that support increasingly independent and context-appropriate participation within “Shopping”.
Selecting correct itemsObservable skills in “Selecting correct items” that support increasingly independent and context-appropriate participation within “Shopping”.
Comparing simple optionsObservable skills in “Comparing simple options” that support increasingly independent and context-appropriate participation within “Shopping”.
Waiting and checkout participationObservable skills in “Waiting and checkout participation” that support increasingly independent and context-appropriate participation within “Shopping”.
Bagging and carrying purchasesObservable skills in “Bagging and carrying purchases” that support increasingly independent and context-appropriate participation within “Shopping”.
Store Help RequestsObservable skills in “Store Help Requests” that support increasingly independent and context-appropriate participation within “Shopping”.
Returning items to shelvesObservable skills in “Returning items to shelves” that support increasingly independent and context-appropriate participation within “Shopping”.
Money and Payment
Functional money concepts, payment participation, budgeting foundations, and safe handling of personal financial materials.
Money RecognitionObservable skills in “Money Recognition” that support increasingly independent and context-appropriate participation within “Money and Payment”.
Prices and Payment ChoicesObservable skills in “Prices and Payment Choices” that support increasingly independent and context-appropriate participation within “Money and Payment”.
Paying with cashObservable skills in “Paying with cash” that support increasingly independent and context-appropriate participation within “Money and Payment”.
Digital PaymentObservable skills in “Digital Payment” that support increasingly independent and context-appropriate participation within “Money and Payment”.
Change and ReceiptsObservable skills in “Change and Receipts” that support increasingly independent and context-appropriate participation within “Money and Payment”.
Budgeting for simple purchasesObservable skills in “Budgeting for simple purchases” that support increasingly independent and context-appropriate participation within “Money and Payment”.
Saving and GivingObservable skills in “Saving and Giving” that support increasingly independent and context-appropriate participation within “Money and Payment”.
Insufficient FundsObservable skills in “Insufficient Funds” that support increasingly independent and context-appropriate participation within “Money and Payment”.
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
Dryness and Accidents
Observable skills in “Dryness and Accidents” that support increasingly independent and context-appropriate participation within “Toileting”.
Toileting across settingsObservable skills in “Toileting across settings” that support increasingly independent and context-appropriate participation within “Toileting”.
Clothing organization and storage
Observable skills in “Clothing organization and storage” that support increasingly independent and context-appropriate participation within “Clothing”.
Dressing routine independenceObservable skills in “Dressing routine independence” that support increasingly independent and context-appropriate participation within “Clothing”.
Observable skills in “Safe mealtime routines” that support increasingly independent and context-appropriate participation within “Eating”.
Eating across settingsObservable skills in “Eating across settings” that support increasingly independent and context-appropriate participation within “Eating”.
Sharp-Tool Safety
Observable skills in “Sharp-Tool Safety” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Hot DrinksObservable skills in “Hot Drinks” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Cleaning after food preparationObservable skills in “Cleaning after food preparation” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Following RecipesObservable skills in “Following Recipes” that support increasingly independent and context-appropriate participation within “Food Preparation”.
Observable skills in “Pet-care participation where appropriate” that support increasingly independent and context-appropriate participation within “Home Care”.
Shared-space routinesObservable skills in “Shared-space routines” that support increasingly independent and context-appropriate participation within “Home Care”.
Independent CleaningObservable skills in “Independent Cleaning” that support increasingly independent and context-appropriate participation within “Home Care”.
Laundry schedule participationObservable skills in “Laundry schedule participation” that support increasingly independent and context-appropriate participation within “Laundry”.
Participating in appointmentsObservable skills in “Participating in appointments” that support increasingly independent and context-appropriate participation within “Community Participation”.
Community participation across settingsObservable skills in “Community participation across settings” that support increasingly independent and context-appropriate participation within “Community Participation”.
Shopping safety and boundaries
Observable skills in “Shopping safety and boundaries” that support increasingly independent and context-appropriate participation within “Shopping”.
Shopping routine independenceObservable skills in “Shopping routine independence” that support increasingly independent and context-appropriate participation within “Shopping”.
Financial privacy and safety
Observable skills in “Financial privacy and safety” that support increasingly independent and context-appropriate participation within “Money and Payment”.
Money routines across settingsObservable skills in “Money routines across settings” that support increasingly independent and context-appropriate participation within “Money and Payment”.