Fill-Ins & Completion Prompts
Phrase-completion material is separated from open questions so the team can distinguish the intended task.
Therapatic target library
Questions that connect words with meaning.
Explore content for completing phrases and answering questions about people, places, actions and routines. The category organizes verbal material by meaning and context, giving teams a more specific starting point than a single undifferentiated question bank.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 5,424Targets
- 215Ready-made sets
- 56Subcategories
Different questions. Distinct contexts.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
WH Questions – Personal Information
Personal-information questions form their own group. Public pages contain no learner’s personal answers.
WH Questions – People & Roles
People and roles provide content about who is involved in everyday situations.
WH Questions – Places & Community
Place-related questions connect language content to familiar community settings.
WH Questions – Objects & Functions
Objects and functions organize questions around both an item and what it is used for.
WH Questions – Time, Sequence & Schedule
Time, sequence and schedule material provides a distinct area for talking about when and in what order.
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.
- 1Identify the kind of meaning
Choose a context such as people, object functions or sequences before selecting question content.
- 2Review and select relevant sets
Keep completion prompts and different question groups distinct as you collect sets for the workspace.
- 3Connect content to the sub-goal
Use the selected set within a sub-goal whose response and measurement are defined by the clinician.
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
Social communication
Find content for shared attention, greetings, conversational turns and following a topic. This category helps organize the social use of communication around interaction, with room for different ways of participating.
- 3,456
- Targets
- 236
- Ready-made sets
Executive function and problem solving
Explore content for shifting attention, working memory, planning, starting, completing and adapting tasks. The category makes these different demands visible so a team can choose material tied to a specific situation rather than a broad label alone.
- 2,317
- Targets
- 93
- 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.
Is every question intended to be answered from memory?
The catalog groups content; it does not prescribe a single teaching method. Context, supports and expected responses belong in the individual goal.
Is this an intelligence test?
No. Question and reasoning content is not a standardized cognitive assessment and does not produce an intelligence score.
Where can I find taking turns or starting a conversation?
The social-communication category covers those interaction contexts and is linked below.
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.