Sorting & Classification
Sorting and classification content groups items by relevant features or classes.
Therapatic target library
Organize what the learner compares.
Find material for sorting, matching, patterns, visual memory and spatial relationships. The category separates the kinds of visual content a team may need, instead of treating every matching task as the same learning goal.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 211Targets
- 9Ready-made sets
- 6Subcategories
Matching is only one part of the category.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Visual Matching Arrays & Distractors
Matching arrays and distractor materials have a separate place in the catalog.
Visual Patterns & Sequence Materials
Pattern and sequence materials support content selection for ordering and visual relationships.
Visual Memory & Delayed Matching Materials
Visual-memory and delayed-matching materials are distinguished from immediate matching.
Puzzles, Construction & Spatial Materials
Puzzles, construction and spatial material bring arrangement and position into the category.
Oddity, Feature & Visual Relation Materials
Feature, oddity and relation materials offer another way to organize comparison content.
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.
- 1Name the comparison involved
Clarify whether the goal concerns matching, sorting, a sequence or a spatial relationship.
- 2Review and select relevant sets
Choose the appropriate material group rather than pooling all visual tasks into one set.
- 3Connect content to the sub-goal
Connect content to a defined sub-goal; the goal carries the presentation and measurement 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.
Receptive language
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.
- 5,350
- Targets
- 314
- Ready-made sets
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
Academic foundations
Explore reading-readiness, number, quantity, pattern, time and money content. The Arabic and English catalogs organize their own material, helping teams locate relevant learning content without treating one language’s curriculum as a translation of the other.
- 5,187
- Targets
- 132
- 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 this assess vision?
No. Visual-content categories are not an eye examination or a diagnostic visual assessment.
Are images supplied by this public page?
This guide explains the catalog’s organization. It does not publish the full target content or claim a downloadable image pack.
How is it different from receptive language?
Visual comparison describes a different content focus from understanding a spoken instruction. A clinician determines the actual demand in the individual goal.
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.