The Effect of Level 4 Triple-P Positive Parenting Program on Interaction of Parent-Child with Special Needs: A Meta-Analytic Study in Iran

Background: Since Positive Parenting Program (Triple-P) is one of the ways to improve parent-child interaction, it seems that conducting a meta-analysis will help determine the actual effect size of Triple-P. The aim of this study was to meta-analyze the effect of level 4 Triple-P on interaction of parent-child with special needs in Iran. Methods: The current study is a meta-analysis. Before to analyzing the effect size of the mean differences, the PRISMA method was used to investigate the decision tree model. Then, using the meta-analysis method, the effect size of Triple-P was investigated. 12 of the 37 studies conducted in Iran with the keywords Triple-P and parent-child interaction published at Google Scholar, IranDoc, IranMedex, Magiran, and SID during 2012-2021, were collected according to the inclusion and exclusion criteria and analyzed through meta-analysis. The inclusion criteria of the articles included being Persian, having a control group, intervention and original data. Exclusion criteria also included duplicate articles and non-compliance of the title with Triple-P level 4. The study instrument was a meta-analysis checklist. Funnel plot, fail-safe number, and Q Cochran's test were used to assess the publication bias, the expected confidence, and the heterogeneity of effect size, respectively. The obtained data were analysed by Comprehensive Meta-Analysis (CMA) software. Results: 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 Cohen's table. Fisher's z indicated that there was a low standard error and no publication bias. The value of Q test is significant and the effect sizes are heterogeneous (P<0.0001). Conclusion: Given the moderate impact of level 4 Triple-P, it can be said that this method of parenting program can play an important role in improving the interaction of parent-child with special needs.