Handwashing
A dedicated place for content associated with washing hands, separate from broader personal-care and household routines.
Therapatic target library
Self-care. Everyday routines, in meaningful detail.
Find content for personal care and daily living within one organized category. From washing hands to managing belongings, the library helps teams locate relevant material while keeping support needs, dignity and individual choice central.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 1,109Targets
- 36Ready-made sets
- 19Subcategories
Everyday life has many different parts.
These selected subcategories describe part of the catalog’s coverage. They are content groupings, not a prescribed routine or a recommended sequence for every child.
Toothbrushing
Content grouped around toothbrushing so the team can find the relevant area without searching an undifferentiated daily-living list.
Grooming
Personal grooming content that the professional can review in the context of individual preferences, support needs and daily routines.
Dressing
An area focused on dressing, alongside separate catalog groups for clothing materials, fasteners and clothing management.
Managing Personal Belongings
Content about looking after personal items, connecting everyday independence with the objects a learner uses.
Health, Hygiene & Safety Habits
Related content grouped for professional selection. Its presence in the library is not a medical instruction or a substitute for an individual safety plan.
Start with the person, then choose the content.
A broad catalog supports selection. It does not decide what a child should do independently or what assistance is appropriate.
- 1Identify the relevant daily routine
Use the individual care plan to choose an area such as dressing or managing belongings. Review the content in that context.
- 2Organize the team’s material
Adopt appropriate reference sets into the organization’s library and manage locally authored content alongside them.
- 3Keep the assignment individual
Link relevant sets to the child’s sub-goals. The professional defines the teaching, support and measurement approach; a catalog entry does not make those decisions.
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.
Fine motor and pre-writing
Explore grasp, coordination, manipulation, tool-use and pre-writing content. Keeping these areas distinct helps a team find material relevant to school tasks and daily activities without reducing hand function to handwriting alone.
- 1,250
- Targets
- 33
- Ready-made sets
Household and domestic life
Explore content for household routines, cleaning, laundry, kitchen materials and meal-preparation foundations. The library separates places, objects and actions so teams can choose relevant content for participation at home.
- 273
- Targets
- 13
- 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.
A resource for selection, not a fixed routine.
Is this an activities-of-daily-living assessment?
No. This page describes reusable target content. Assessment tools are a separate part of Therapatic and should not be confused with the target library.
Does a target imply the child should perform it without help?
No. A target label does not define an appropriate support level. Individual goals and professional judgment determine what support is needed.
Does the public page provide medical or feeding instructions?
No. It describes the scope of the catalog. Content related to health, personal care or feeding requires appropriate professional selection and must not be treated as general medical advice.
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.