AAC Core Words
Core-word content is kept separate from topic-specific vocabulary, helping teams distinguish reusable words from setting-specific items.
Therapatic target library
More ways to connect. In every setting.
Explore core vocabulary, self-advocacy messages, access skills and visual communication content in one category. These are resources for organizing individual communication work—not an AAC device, a prescribed vocabulary board or a replacement for access assessment.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 5,292Targets
- 281Ready-made sets
- 120Subcategories
From the message to access and context.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Needs, Self-Advocacy & Autonomy
Messages about needs and autonomy make self-advocacy part of the content available for selection.
Refusal, Stop, Break & Consent Communication
Stop, refusal, breaks and consent are explicit communication areas rather than omissions from a request-only vocabulary.
Navigation & Access Skills
Navigation and access content concerns using a communication system. Device choice and access decisions remain with the relevant professionals.
Visual Supports & Picture Exchange
Visual-support and picture-exchange content sits alongside device-related material, reflecting more than one communication mode.
AAC Partners, Settings & Routine Contexts
Partners, settings and routines help the team locate communication content beyond a single session or room.
From reference content to an individual goal.
Start with the learner’s context. Use the library to organize content while keeping clinical decisions within the individual plan.
- 1Start with a message and a setting
Identify what the learner needs to communicate and with whom, alongside the access method established for them.
- 2Review and select relevant sets
Review vocabulary and access-related sets separately, then bring the relevant content into the workspace library.
- 3Connect content to the sub-goal
Connect chosen sets to communication sub-goals without treating the catalog as a device configuration or access prescription.
Goals, targets and sets: what’s the difference?
A goal defines what the child will learn and how progress is measured. Targets provide practice items that can be used within it.
- GoalThe therapist defines what the child will learn, how to teach it and how to measure progress. Assigning a library goal creates a separate copy for the child.
- TargetA specific practice item, such as a word, concept or skill. It is not a complete plan, and using it does not mean the child has mastered it.
- Target setRelated practice items collected in one set. Choose a ready-made set or create your own, then link it to the appropriate sub-goal.
Continue exploring the target library
Explore more areas of communication, learning and everyday skills.
Expressive language
Explore expressive content from naming objects and actions to requests, refusal and storytelling. The library lets a team organize what a learner communicates, while the individual goal defines the response and how it will be supported.
- 5,162
- Targets
- 311
- Ready-made sets
Functional communication and replacement responses
Explore content for seeking attention, requesting a break and asking for an item. This category organizes possible communication content; selecting a target does not establish the function of behavior or create a behavior intervention plan.
- 26
- Targets
- 3
- Ready-made sets
Digital skills and assistive technology
Explore content about device basics, phones, tablets, input tools, digital communication and online safety. This category organizes skills and vocabulary around technology use; it does not claim device integrations or prescribe assistive equipment.
- 2,600
- Targets
- 88
- Ready-made sets
Content is only one part of the care workflow.
See how organizations manage libraries and therapists choose content to use with each child.
What to know before choosing content.
Does this turn Therapatic into a speech-generating AAC app?
No. This page describes a target-content library. It does not claim that Therapatic replaces a dedicated AAC device or communication application.
Is the content only for making requests?
No. The source taxonomy includes needs, autonomy, refusal, consent, comments, social interaction and communication repair.
Are Arabic and English AAC collections identical?
No. Their vocabulary, category detail and totals differ. Each language page displays the matching library figures rather than presenting one as a literal translation.
What these figures mean
Reference version 1.0. Counts checked on October 12, 2026. These are catalog figures, not live workspace totals.
This public guide describes the catalog and its organization. Full target content and clinical use remain inside the platform, subject to access and applicable terms.
This is a product-content guide, not an assessment, diagnosis or individual therapy program. A qualified professional selects suitable content, defines the goal and decides how to teach and review it.
Give your team organized content.
Explore Therapatic for your organization, or ask how your team can get started with the target library.