Body Awareness
Body-awareness content provides a distinct starting point for organizing body-related participation material.
Therapatic target library
Participation with room for sensory needs.
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.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 201Targets
- 10Ready-made sets
- 5Subcategories
Choices, environments and support.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Self-Regulation Choices
Self-regulation choices make selecting support visible within the taxonomy.
Environmental Adaptations
Environmental adaptations keep the setting in view rather than placing every demand on the learner.
Sensory Participation & Choice-Based Engagement
Choice-based engagement groups content around participation that includes the learner’s preferences.
Positioning & Participation Support Choices
Positioning and participation support choices are reference content; individual suitability is determined professionally.
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.
- 1Identify a participation barrier
Start from the activity and the learner’s expressed needs, not a catalog item alone.
- 2Review and select relevant sets
Review choice and adaptation content with the relevant professional before selecting sets.
- 3Connect content to the sub-goal
Place selected content within a participation sub-goal whose support requirements are explicit.
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.
Learning readiness and participation
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.
- 90
- Targets
- 4
- 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
Gross motor and physical participation
Explore movement, balance, body-position and coordination content in distinct groups. This category helps teams locate material for relevant physical-participation goals without presenting the catalog as an exercise prescription or a developmental assessment.
- 3,578
- Targets
- 100
- 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 the library prescribe sensory activities?
No. It organizes reference content. It does not provide an individual sensory prescription, intensity or treatment schedule.
Does the category focus only on changing the learner?
No. Environmental adaptations and support choices are explicit parts of the source taxonomy.
Are the Arabic and English subcategories equal in number?
No. The language-specific counts can differ; the page shows the catalog for the selected language.
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.