Attention Shifting
Attention shifting groups material about moving between relevant aspects of an activity.
Therapatic target library
From starting a task to finding another way.
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.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 2,317Targets
- 93Ready-made sets
- 24Subcategories
Break a broad area into practical contexts.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Working Memory
Working-memory content is distinct from a general memory score or diagnostic conclusion.
Planning & Organization
Planning and organization provide content for how activities and materials are arranged.
Task Initiation
Task initiation identifies starting as its own area of content selection.
Task Completion
Task completion offers material separate from starting, with the actual task defined individually.
Flexibility
Flexibility content gives a place to look for alternatives and changes in a task context.
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.
- 1Locate the specific task demand
Choose the relevant point in a real activity: starting, organizing, remembering or adapting.
- 2Review and select relevant sets
Review sets for that demand and keep them separate from unrelated executive-function areas.
- 3Connect content to the sub-goal
Connect material to a sub-goal that defines the task, supports and observable response.
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.
School readiness
Explore content for the routines and interactions that shape a school day. The category includes arrival, classroom materials, schedules, help-seeking and participation with peers—not only desk work or academic tasks.
- 1,423
- Targets
- 48
- Ready-made sets
Conversation and verbal reasoning
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.
- 5,424
- Targets
- 215
- Ready-made sets
Functional routines and sequences
Explore morning, bedtime, therapy, community and home-routine content. This category organizes material around sequences and settings, making it easier to distinguish the content of a routine from the teaching and measurement decisions in an individual goal.
- 276
- Targets
- 15
- 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 diagnose executive-function difficulties?
No. The library organizes content and is not a diagnostic instrument or a standardized executive-function score.
Is one set meant to improve every executive skill?
No. Attention, planning, initiation and flexibility are distinct areas. Selection stays specific to the learner’s goal.
Can I connect this with routine content?
Yes. The routines guide offers related content organized by daily sequence and setting, which can inform the team’s selection.
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.