Requesting Breaks & Help
Break and help requests provide content for communicating a need for support during an activity.
Therapatic target library
Make room for feelings, needs and support.
Find content for requesting breaks or help, expressing needs in emotional situations and discussing feelings in context. This category gives communication and self-advocacy a clear place; it is not a measure of whether a learner appears calm.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 235Targets
- 44Ready-made sets
- 3Subcategories
Support starts with what can be expressed.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Emotional Self-Advocacy
Emotional self-advocacy places the learner’s own needs and boundaries within the content structure.
Emotion-Cause Inference Prompts
Emotion-cause prompts group material for discussing possible context around feelings, not assuming another person’s inner state.
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.
- 1Choose a meaningful communication need
Start with situations where the learner needs to express feelings, ask for help or request a pause.
- 2Review and select relevant sets
Select relevant support and self-advocacy sets, with attention to the learner’s communication mode.
- 3Connect content to the sub-goal
Link content to individual sub-goals without treating outward compliance as the purpose of emotional work.
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.
AAC and multimodal communication
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.
- 5,292
- Targets
- 281
- Ready-made sets
Sensory regulation and participation
Explore content about body awareness, choices, environmental adaptations and participation supports. The emphasis is on organizing relevant options and communication—not prescribing a sensory program or requiring tolerance of discomfort.
- 201
- Targets
- 10
- 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
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 this a mental-health treatment program?
No. This is a product-content guide, not counselling, crisis support or an individual mental-health intervention.
Why are help and break requests included?
They are explicit subcategories in the source library and keep support-seeking visible alongside content about feelings.
Why does Arabic show more subcategories?
The language catalogs differ in scope and organization. Page statistics describe each actual catalog, not an assumed translation match.
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.