Family Roles
Family-role content gives relationships a place in the catalog without defining one family structure as universal.
Therapatic target library
Content with room for the learner’s world.
Explore family roles, greetings, meals, clothing, places and occasions within cultural and social life. These content areas offer choices for local relevance without assuming that every learner shares the same traditions, beliefs or family routines.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 7,907Targets
- 205Ready-made sets
- 59Subcategories
Familiar contexts, selected individually.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Greetings & Politeness
Greetings and politeness are grouped as contextual communication material, not a single mandatory social script.
Culturally Relevant Meals & Foods
Meal and food content reflects a cultural setting rather than a dietary recommendation.
Culturally Relevant Clothing Items
Clothing-related vocabulary offers another route to familiar items and occasions.
Religious Places & Events
Religious places and events are available content areas, selected only where relevant to the learner and family.
Holidays & Occasions
Holidays and occasions connect the catalog with events that may matter in everyday social life.
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.
- 1Ask what is relevant to this family
Choose contexts that match the learner’s actual life, language and preferences.
- 2Review and select relevant sets
Review relevant sets and leave unrelated cultural or religious material out of the individual selection.
- 3Connect content to the sub-goal
Connect selected material to communication or participation sub-goals without imposing beliefs or customs.
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
Community participation
Explore community places, shopping, cafés, transport and service visits as distinct content areas. The category helps a team connect individual goals with the settings a learner actually encounters, rather than leaving community participation as one broad heading.
- 2,427
- Targets
- 80
- 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 category assume one culture or religion?
No. Availability in a catalog is not a requirement to use it. Teams select content appropriate to the learner and family.
Is it only vocabulary?
The category organizes cultural and social contexts. The team decides how relevant content connects to an individual communication or participation goal.
Should both language pages use identical examples?
Not necessarily. Each page follows the actual language catalog, while individual selection still depends on the learner’s context.
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.