Basic Listener Responding
Content about responding to familiar cues and listener situations. The clinician chooses the relevant response and context within the individual goal.
Therapatic target library
Receptive language. Content for what a child understands.
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.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 5,350Targets
- 314Ready-made sets
- 66Subcategories
More than a list of words.
Selected subcategories from the reference catalog show how this area moves from familiar objects to language used in everyday settings. The counts above cover the whole category.
Common Objects
A starting point for object vocabulary, alongside more specific groups for home, school, play and community settings.
Following Directions
A dedicated collection for directions. Keeping this separate from object vocabulary helps the team choose content that matches the intended goal.
Spatial, Temporal & Quantity Concepts
Content organized around where, when and how much, rather than treating all receptive-language work as naming or identifying objects.
Descriptors & Attributes
A separate area for qualities and descriptions, offering material for goals that require attention to the properties of an item.
Multiple-Cue Discrimination
Content involving more than one relevant feature. Selection remains tied to the learner’s goal and the clinician’s judgment.
Make the language content specific to the learner.
The library supplies reusable content. The individual goal supplies the teaching context and measurement decisions.
- 1Choose the relevant language and area
Browse the Arabic or English reference collection and review its subcategories. The two libraries are not word-for-word equivalents.
- 2Select a working set
Bring appropriate sets into your workspace library. Distinguish content for familiar objects, directions or concepts instead of choosing by volume alone.
- 3Link content to a sub-goal
Assign the selected set to the learner’s sub-goal. Use the goal’s own teaching and measurement structure to guide individual 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.
Expressive language
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.
- 5,162
- Targets
- 311
- 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.
Understand the scope before selecting content.
Does this category also cover expressive language?
Expressive language has its own category in the target library. Receptive language concerns what the learner understands; speaking and other expressive responses are not interchangeable with it.
Are all these targets appropriate for a beginner?
No. Category size describes the catalog’s breadth, not a starting level. The clinician selects content that fits the learner’s needs and the individual goal.
Can the same topic have different content in Arabic and English?
Yes. Both libraries include receptive language, but their subcategories, sets and totals differ. Switching the page language shows the relevant catalog figures.
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.