Joint Attention
Shared-attention content provides a context for interaction; it is not a requirement to use one particular gaze or posture.
Therapatic target library
A conversation has more than one voice.
Find content for shared attention, greetings, conversational turns and following a topic. This category helps organize the social use of communication around interaction, with room for different ways of participating.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 3,456Targets
- 236Ready-made sets
- 31Subcategories
The parts of an everyday exchange.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Greetings & Farewells
Greetings and farewells bring beginnings and endings of social exchanges into the same organized catalog.
Turn-Taking in Conversation
Conversational turn-taking is distinguished from simply answering a question, making reciprocal exchanges easier to locate.
Conversation Starters
Conversation starters focus on opening an exchange in a relevant situation, rather than memorising one universal script.
Follow-Up Questions
Follow-up questions offer content for building on another person’s message and sustaining a shared subject.
Topic Continuation & Topic Shifts
Topic continuation and changes have a separate place, helping teams choose content for connected conversation.
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.
- 1Choose an interaction that matters
Start with a familiar partner or activity and the communication the learner wants or needs there.
- 2Review and select relevant sets
Select sets for the relevant part of the exchange: opening, turn-taking, follow-up or topic change.
- 3Connect content to the sub-goal
Link the content to a social-communication sub-goal while keeping individual preferences and response modes 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.
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
Play and leisure
Browse play content from exploration and cause-and-effect to construction, pretend play and playing alongside others. Leisure belongs in the picture as an individual interest, not simply a reward after other work.
- 2,945
- Targets
- 104
- 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.
Is this a social-skills assessment?
No. It is a collection of reusable content. Assessment tools and individual clinical conclusions are separate from this library.
Does participation have to look the same for everyone?
No. A category label does not prescribe eye contact, speech or a single social style. The team selects goals relevant to the individual.
How does this relate to conversation content?
This category organizes interaction between people. The conversation and verbal-reasoning category provides additional material for questions, responses and meaning.
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.