Group & Classroom Participation
Group and classroom contexts give the team material for shared activities, distinct from academic subjects or a readiness score.
Therapatic target library
A place in the activity. A starting point for learning.
Find content for joining group activities and navigating the therapy room. This category organizes participation around people, places and everyday actions, so the team can choose a starting point that fits the learner’s setting.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 90Targets
- 4Ready-made sets
- 3Subcategories
Participation has a setting.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Therapy Room – Environment Items & Places
Names of therapy-room items and places help organize the vocabulary associated with the space where work happens.
Therapy Room – Environment Actions
Actions associated with the therapy room offer a separate way to select participation content, beyond recognizing objects.
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.
- 1Start with a real activity
Identify where participation matters: a group, a classroom or a therapy-room routine.
- 2Review and select relevant sets
Keep places and actions distinct when choosing sets for the workspace library.
- 3Connect content to the sub-goal
Connect the selected content to a participation sub-goal, with support and measurement defined in that individual 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.
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
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 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 learning readiness mean a child must be ready before receiving support?
No. This is a content category, not an eligibility requirement. The individual plan determines the support and starting point.
How is this different from school readiness?
This category includes group participation and the therapy-room environment. School readiness has a separate guide for school-day routines, materials and participation.
Is completing the category required?
No. Sets are selected for relevant sub-goals; the catalog is not a checklist every learner must finish.
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.