Functional Communication for Attention
Attention-related requests are grouped so the team can locate content about seeking interaction.
Therapatic target library
A clearer way to express a need.
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.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 26Targets
- 3Ready-made sets
- 3Subcategories
Different needs, distinct communication content.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Functional Communication for Escape or Break
Break and pause requests provide a separate content area for communicating a need to stop or step away.
Functional Communication for Tangibles
Item-related requests are kept distinct from requests for social attention or a break.
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.
- 1Begin with the clinician’s formulation
The responsible clinician determines the relevant need and intervention context before choosing content.
- 2Review and select relevant sets
Choose appropriate communication sets rather than inferring a behavioral function from a category name.
- 3Connect content to the sub-goal
Use content in the relevant assigned sub-goal; behavior-plan assessment, authoring and decisions remain separate workflows.
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
Emotional literacy and self-regulation
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.
- 235
- Targets
- 44
- Ready-made sets
Preferences and choice-making
Explore potential preference items, activities, sensory materials and choice-making content. The catalog offers material to consider; it does not label an item as reinforcing for a particular person or decide what that person should prefer.
- 400
- Targets
- 18
- 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 choosing a target identify why a behavior occurs?
No. A content category cannot establish behavioral function. That conclusion requires the responsible professional’s assessment.
Is a target set the same as a behavior intervention plan?
No. A set groups content. A behavior plan has its own clinical definition, interventions, responsibilities and review workflow.
Can communication use a non-spoken mode?
The team defines the learner’s communication response. The AAC category provides related content for multimodal communication.
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.