USE OF CRITICAL INCIDENTS FOR PLANNING, IMPLEMENTING, AND EVALUATING A TRAINING PROGRAM FOR FOSTER GRANDPARENTS

Abstract

The authors report the planning, implementation, and evaluation of a training program for foster grandparents employed at a residential diagnostic and treatment center for disturbed children and youth. The training needs were assessed by task and performance analysis procedures, including the use of critical incident technique. A scoring procedure derived values for various responses to a set of problem situations presented to each foster grandparent. The training objectives focused on the role of the foster grandparents in helping their charges to develop socially acceptable behavior. A cognitive problem‐solving strategy was taught by use primarily of role‐modeling and role‐playing methods. The effectiveness of training was evaluated by comparing pretraining scores on a problem situation test with posttraining scores. Foster grandparents who had been highly rated by supervisors on an independent criterion improved with training; the others did not.

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