Level 4 Triple-P Positive Parenting Program and the Interaction of Parent-child With Special Needs: A Meta-analytic Study in Iran

Since positive parenting program (Triple-P) is one of the ways to improve parent-child interaction, conducting a meta-analysis will help determine its effect size. This study aimed to use meta-analysis to examine the effect of level 4 Triple-P on parent-child interaction with special needs in Iran.

The current study is a meta-analysis review study. Before analyzing the effect size of the mean differences, the PRISMA (preferred reporting items for systematic reviews and meta-analyses) method was used to investigate the decision tree model. Then, the effect size of Triple-P was investigated using the meta-analysis method. Twelve studies (out of the 37) were collected with the keywords “Triple-P” and “parent-child interaction” from Google Scholar, IranDoc, IranMedex, Magiran, and SID according to the inclusion and exclusion criteria. They were conducted in Iran during 2012-2021 and were analyzed through meta-analysis. The inclusion criteria of the articles included written in Persian, having a control group, being interventional, and using original data. The exclusion criteria included duplicate articles and non-compliance with the title with Triple-P level 4. The study instrument was a meta-analysis checklist. Funnel plot, fail-safe number, and Cochran Q test were used to assess the publication bias, expected confidence, and effect size heterogeneity, respectively. The obtained data were analyzed by comprehensive meta-analysis (CMA) software.

Findings showed that the effect size of the mean difference rate of level 4 Triple-P on parent-child interaction was 0.59 (P<0.0001), which is medium according to the Cohen table. Fisher’s z indicated a low standard error and no publication bias. The value of the Q test is significant, and the effect sizes are heterogeneous (P<0.0001).

Given the moderate impact of level 4 Triple-P, this method of parenting program can play an important role in improving the interaction of parent-child with special needs.