Work Readiness
Work-readiness content is separate from the detailed action groups that follow.
Therapatic target library
Organize work-related content around real tasks.
Explore work-readiness and task content grouped by actions such as sorting, counting, arranging, delivering and checking. This area supports content selection for relevant learners and transition plans; it is not an employment assessment or a requirement for every child.
The figures below describe the English reference library—not a learner’s plan or a promise that every item suits every child.
- 6,663Targets
- 175Ready-made sets
- 47Subcategories
Task families make a large area easier to explore.
These examples come from this language’s reference catalog. They illustrate the scope; the figures above cover the whole category.
Following Work Tasks – Sorting, Matching & Grouping
Sorting, matching and grouping form a recognizable task family for selecting materials.
Following Work Tasks – Counting, Stacking & Bundling
Counting, stacking and bundling group related task actions without prescribing a particular job.
Following Work Tasks – Placing, Arranging, Loading & Unloading
Placing, arranging and loading content focuses on another set of practical task actions.
Following Work Tasks – Carrying, Delivering, Collecting & Returning
Carrying, delivering and returning content brings movement between task locations into view.
Following Work Tasks – Labeling, Filing, Scanning, Stamping & Checking
Labeling, filing and checking offer content for organized information and material-handling tasks.
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.
- 1Start with an appropriate transition context
Choose a relevant, age-appropriate activity with the learner’s interests and support needs in view.
- 2Review and select relevant sets
Select the task family and sets that match that context rather than a generic work-skills checklist.
- 3Connect content to the sub-goal
Connect material to individual vocational or independence sub-goals with clear responsibilities and review criteria.
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.
Executive function and problem solving
Explore content for shifting attention, working memory, planning, starting, completing and adapting tasks. The category makes these different demands visible so a team can choose material tied to a specific situation rather than a broad label alone.
- 2,317
- Targets
- 93
- Ready-made sets
Community participation
Explore community places, shopping, cafés, transport and service visits as distinct content areas. The category helps a team connect individual goals with the settings a learner actually encounters, rather than leaving community participation as one broad heading.
- 2,427
- Targets
- 80
- 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.
What to know before choosing content.
Does this decide whether someone is employable?
No. A reference-content library does not decide employment eligibility, job placement or capability for a particular role.
Is the whole category appropriate for young children?
No. It includes transition and work-related material. Age, relevance, choice and support needs guide selection.
Are these fixed job-training programs?
No. They are content groups and sets that teams select for individual goals, not a guarantee of a qualification or job outcome.
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.