Tacting Objects
Everyday objects provide content for expressive labels. Selection can stay close to the learner’s own surroundings.
Therapatic target library
More ways to say what matters.
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.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 5,162Targets
- 311Ready-made sets
- 74Subcategories
Vocabulary, purpose and connected meaning.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Tacting Actions
Action labels add what people do to what things are called, expanding the kinds of content available for expression.
Mands & Requests
Requests are organized as a communication purpose, rather than mixed into object-naming lists.
Refusal, Negation & Protest Communication
Refusal and protest have their own content area, keeping the learner’s boundaries visible within communication planning.
Narrative, Retell & Sequencing
Narrative and retelling content gives the team a place to look for sequences and connected expression.
Communication Repair & Clarification
Clarification and repair focus on messages used when communication is not understood, not merely on longer sentences.
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 the communicative purpose
Decide whether the goal concerns naming, requesting, telling a story or clarifying a message.
- 2Review and select relevant sets
Collect relevant target sets instead of combining all expressive-language material into one plan.
- 3Connect content to the sub-goal
Attach sets to the corresponding sub-goals, leaving response mode and teaching criteria within the learner’s goal.
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.
Receptive language
Explore a library category covering listener responses, everyday vocabulary, directions and concepts. It gives the team a structured source of content to select from—not a single language program to apply to every learner.
- 5,350
- Targets
- 314
- Ready-made sets
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
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
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 expressive language just naming pictures?
No. The taxonomy also includes requests, refusal, descriptions, narratives and communication repair. The selected examples show several of those functions.
Where does alternative communication fit?
AAC and multimodal communication has its own category. Teams can explore both areas when choosing content for an individual communication goal.
Does a target specify how a learner must answer?
A target supplies content. The clinician defines the response, support and measurement within the assigned goal; a catalog label is not a complete teaching protocol.
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.