This dissertation focused on the process of utilizing Maher's (2000) program planning and evaluation framework to design, implement, and conduct a formative evaluation of a waiting list program for caregivers waiting to receive parent-training services. The literature on waiting lists suggests that waitlisted individuals are generally provided with limited or no support while waiting for services. A waiting list program was designed in an attempt to provide support to families who had been waiting for parent training services for more than one-and-a-half years. Participants of the waiting list program received one home-based session, as well as monthly educational worksheets about topics related to caring for an individual with a developmental disability. The program was implemented for five months, followed by a formative program evaluation. Based on results from the formative evaluation, it was determined that the waiting list program was implemented according to design. In addition, the formative evaluation results suggest that the information contained in the worksheets provided caregivers with an opportunity to review previously learned information and be exposed to new information. Participants varied in regard to their satisfaction with the waiting list program, from being dissatisfied to highly satisfied. Caution should be used when interpreting these results due to the small sample size and low response rate of evaluation materials. Based on the evaluation of the program evaluation, it was determined that the evaluation plan was successfully implemented. In addition, the client reported that the information will be useful for future program planning purposes. Recommendations regarding potential adjustments to the design, implementation, and evaluation of the program are provided.Psy.DIncludes bibliographical references (p. 123-128)by Amy Rachel KratchmanIncludes abstrac
