Triple P – Positive Parenting Program – Standard (Level 4)
Triple P – Positive Parenting Program – Standard (Level 4) (“Triple P-Standard”) is a parenting intervention for families with concerns about their child’s moderate to severe behavioral problem. As a part of Triple P-Standard, parents engage in one-on-one sessions with a practitioner. These sessions focus on promoting child development, managing misbehavior, and implementing planned activities and routines to encourage independent child play.
Triple P – Positive Parenting Program – Standard (Level 4) is rated as a promising practice because at least one study achieved a rating of moderate or high on study design and execution and demonstrated a favorable effect on a target outcome.
Date Last Reviewed (Handbook Version 1.0): Aug 2020
Sources
The program or service description, target population, and program or service delivery and implementation information was informed by the following sources: the California Evidence-based Clearinghouse for Child Welfare, the Home Visiting Evidence of Effectiveness review, the program or service developer’s website, the program or service manual, and the studies reviewed.
Date Program/Service Description Last Updated: May 2024
This information does not necessarily represent the views of the program or service developers. For more information on how this program or service was reviewed, download the Handbook of Standards and Procedures, Version 1.0
Target Population
Triple P-Standard serves families with children (up to 12 years) who exhibit behavior problems or emotional difficulties.
Dosage
In Triple P – Standard, parents receive 10 weekly one-on-one sessions with a practitioner. Each session lasts about 1 hour.
Location/Delivery Setting
Recommended Locations/Delivery Settings
Triple P – Standard sessions typically take place in-person in a clinical setting. Practitioners may also visit the home to observe families or deliver services.
Location/Delivery Settings Observed in the Research
- Home
- Mental Health Center, Treatment Center, Therapist Office
- Community Center (e.g., religious or recreational facility)
Education, Certifications and Training
All Triple P-Standard practitioners must complete a 3-day training program. This training covers topics such as applying positive parenting strategies, identifying risk and protective factors in families, assessing child and family functioning, and making referrals. Practitioners must also participate in a 1-day pre-accreditation workshop where they practice specific competencies associated with delivery of the model and receive individualized feedback. Then, 6 to 8 weeks later, practitioners complete a half-day accreditation workshop in which they pass a written exam and demonstrate proficiency in key competency areas. Successful practitioners come from all sectors. Minimum training requirements include a desire to learn and experience working with children and families.
Program or Service Documentation
Book/Manual/Available documentation used for review
Sanders, M. R., Markie-Dadds, C., & Turner, K. M. T. (2013). Practitioner’s manual for Standard Triple P (2nd ed.). Triple P International Pty Ltd.
Available languages
Triple P-Standard parent resources are available in English and 7 other languages, including Danish, Dutch, German, Portuguese, and Spanish. Additional Triple P resources that can supplement the program are available in 21 languages other than English. Triple P-Standard practitioner resources are available in English, Spanish, Dutch, Flemish and German.
Other supporting materials
For More Information
Website: https://www.triplep.net/glo-en/home/
Phone: 803-451-2278
Email: contact.us@triplep.net
Note: The details on Dosage; Location; Education, Certifications, and Training; Other Supporting Materials; and For More Information sections above are provided to website users for informational purposes only. This information is not exhaustive and may be subject to change.
| Results of Search and Review | Number of Studies Identified and Reviewed for Triple P – Positive Parenting Program – Standard (Level 4) |
|---|---|
| Identified in Search | 15 |
| Eligible for Review | 2 |
| Rated High | 0 |
| Rated Moderate | 1 |
| Rated Low | 1 |
| Reviewed Only for Risk of Harm | 0 |
| Outcome | Effect Size
 and Implied Percentile Effect
|
N of Studies (Findings) | N of Participants | Summary of Findings |
|---|---|---|---|---|
| Child well-being: Behavioral and emotional functioning |
0.51
19 |
1 (3) | 136 |
Favorable:
2 No Effect: 1 Unfavorable: 0 |
| Adult well-being: Positive parenting practices |
0.41
15 |
1 (3) | 136 |
Favorable:
2 No Effect: 1 Unfavorable: 0 |
| Adult well-being: Parent/caregiver mental or emotional health |
0.26
10 |
1 (8) | 136 |
Favorable:
1 No Effect: 7 Unfavorable: 0 |
Note: For the effect sizes and implied percentile effects reported in the table, a positive number favors the intervention group and a negative number favors the comparison group.
| Outcome | Effect Size
and Implied Percentile Effect
|
N of Studies (Findings) | N of Participants | Summary of Findings |
Months after treatment when outcome measured
|
|---|---|---|---|---|---|
| Child well-being: Behavioral and emotional functioning |
0.51
19 |
1 (3) | 136 |
Favorable:
2 No Effect: 1 Unfavorable: 0 |
- |
| Study 10775 - Self-Directed Behavioral Family Intervention (SDBFI) Triple P vs. Wait list (WL) Control (Sanders, 2000) | |||||
| Revised Family Observation Schedule-III: Negative Child Behavior |
0.22
8 |
- | 136 | - | 1 |
| Eyberg Child Behavior Inventory: Intensity Scale (Father Report) |
0.68
*
25 |
- | 100 | - | 1 |
| Parent Daily Report: Mean Daily Problem Score (Father Report) |
0.62
*
23 |
- | 100 | - | 1 |
| Adult well-being: Positive parenting practices |
0.41
15 |
1 (3) | 136 |
Favorable:
2 No Effect: 1 Unfavorable: 0 |
- |
| Study 10775 - Self-Directed Behavioral Family Intervention (SDBFI) Triple P vs. Wait list (WL) Control (Sanders, 2000) | |||||
| Parenting Scale: Total Score (Mother Report) |
1.01
*
34 |
- | 136 | - | 1 |
| Parenting Scale: Total Score (Father Report) |
0.42
*
16 |
- | 100 | - | 1 |
| Revised Family Observation Schedule-III: Negative Mother Behavior |
-0.19
-7 |
- | 136 | - | 1 |
| Adult well-being: Parent/caregiver mental or emotional health |
0.26
10 |
1 (8) | 136 |
Favorable:
1 No Effect: 7 Unfavorable: 0 |
- |
| Study 10775 - Self-Directed Behavioral Family Intervention (SDBFI) Triple P vs. Wait list (WL) Control (Sanders, 2000) | |||||
| Dyadic Adjustment Scale-7 (Mother Report) |
0.04
1 |
- | 136 | - | 1 |
| Dyadic Adjustment Scale-7 (Father Report) |
0.29
11 |
- | 100 | - | 1 |
| Parent Problem Checklist: Total Score (Mother Report) |
0.28
10 |
- | 136 | - | 1 |
| Parent Problem Checklist: Total Score (Father Report) |
0.31
11 |
- | 100 | - | 1 |
| Depression Anxiety Stress Scales-42: Total Score (Mother Report) |
0.20
7 |
- | 136 | - | 1 |
| Depression Anxiety Stress Scales-42: Total Score (Father Report) |
-0.20
-7 |
- | 100 | - | 1 |
| Parenting Sense of Competence Scale (Mother Report) |
0.83
*
29 |
- | 136 | - | 1 |
| Parenting Sense of Competence Scale (Father Report) |
0.37
14 |
- | 100 | - | 1 |
*p <.05
Note: For the effect sizes and implied percentile effects reported in the table, a positive number favors the intervention group and a negative number favors the comparison group. Effect sizes and implied percentile effects were calculated by the Prevention Services Clearinghouse as described in the Handbook of Standards and Procedures, Version 1.0, Section 5.10.4 and may not align with effect sizes reported in individual publications. The Prevention Services Clearinghouse uses information reported in study documents and, when necessary, information provided by authors in response to author queries to assign study ratings and calculate effect sizes and statistical significance (see Section 7.3.2 in the Handbook of Standards and Procedures, Version 1.0). As a result, the effect sizes and statistical significance reported in the table may not align with the estimates as they are reported in study documents.
Only publications with eligible contrasts that met design and execution standards are included in the individual study findings table.
Full citations for the studies shown in the table are available in the "Studies Reviewed" section.
The participant characteristics display is an initial version. We encourage those interested in providing feedback to send suggestions to preventionservices@abtglobal.com.
The table below displays locations, the year, and participant demographics for studies that received moderate or high ratings on design and execution and that reported the information. Participant characteristics for studies with more than one intervention versus comparison group pair that received moderate or high ratings are shown separately in the table. Please note, the information presented here uses terminology directly from the study documents, when available. Studies that received moderate or high ratings on design and execution that did not include relevant participant demographic information would not be represented in this table.
For more information on how Clearinghouse reviewers record the information in the table, please see our Resource Guide on Study Participant Characteristics and Settings.
| Characteristics of the Participants in the Studies with Moderate or High Ratings | ||||||
|---|---|---|---|---|---|---|
|
Study Location
|
Study Year
|
Age or Grade-level
|
Race, Ethnicity, Nationality
|
Gender
|
Populations of Interest*
|
Household Socioeconomic Status
|
| Study 10775 - Self-Directed Behavioral Family Intervention (SDBFI) Triple P vs. Wait list (WL) Control | ||||||
| Characteristics of the Children and Youth | ||||||
| Australia | -- | Average age: 41 months; Age range: 36-48 months | -- | 69% Male | -- | -- |
| Characteristics of the Adults, Parents, or Caregivers | ||||||
| Australia | -- | Average age of mothers: 31 years; Average age of fathers: 33 years | -- | -- | 21% Mother depressed (BDI > 20) | 26% Father low SES (DS<5.0) |
“--” indicates information not reported in the study.
* The information about disabilities is based on initial coding. For more information on how the Clearinghouse recorded disability information for the initial release, please see our Resource Guide on Study Participant Characteristics and Settings. The Clearinghouse is currently seeking consultation from experts, including those with lived experience, and input from the public to enhance and improve the display.
Note: Citations for the documents associated with each 5-digit study number shown in the table can be found in the “Studies Reviewed” section below. Study settings and participant demographics are recorded for all studies that received moderate or high ratings on design and execution and that reported the information. Studies that did not report any information about setting or participant demographics are not displayed. For more information on how participant characteristics are recorded, please see our Resource Guide on Study Participant Characteristics and Settings.
Studies Rated Moderate
Study 10775Sanders, M. R., Markie-Dadds, C., Tully, L. A., & Bor, W. (2000). The Triple P-Positive Parenting Program: A comparison of enhanced, standard, and self-directed behavioral family intervention for parents of children with early onset conduct problems. Journal of Consulting and Clinical Psychology, 68(4), 624-640. doi:10.1037/0022-006X.68.4.624
Bor, W., Sanders, M. R., & Markie-Dadds, C. (2002). The effects of the Triple P-positive Parenting Program on preschool children with co-occurring disruptive behavior and attentional/hyperactive difficulties. Journal of Abnormal Child Psychology, 30(6), 571-587. doi:10.1023/A:1020807613155
Sanders, M. R., Bor, W., & Morawska, A. (2007). Maintenance of treatment gains: A comparison of enhanced, standard, and self-directed triple P-positive parenting program. Journal of Abnormal Child Psychology, 35(6), 983-998. doi:10.1007/s10802-007-9148-x
This study was conducted in a usual care or practice setting (Handbook Version 1.0, Section 6.2.2)Studies Rated Low
Study 10781Westrupp, E. M., Northam, E., Lee, K. J., Scratch, S. E., & Cameron, F. (2015). Reducing and preventing internalizing and externalizing behavior problems in children with type 1 diabetes: a randomized controlled trial of the Triple P-Positive Parenting Program. Pediatric Diabetes, 16(7), 554-563. doi:10.1111/pedi.12205
This study received a low rating because it did not meet design confound standards.Studies Not Eligible for Review
Study 10741
Baker, S., & Sanders, M. R. (2017). Predictors of program use and child and parent outcomes of a brief online parenting intervention. Child Psychiatry and Human Development, 48(5), 807-817. https://doi.org/10.1007/s10578-016-0706-8
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10744
Dahinten, V. S., Arim, R. G., Guèvremont, A., & Kohen, D. E. (2014). The case for using administrative data to examine a population-based parenting intervention. International Journal of Child Health and Human Development, 7(2), 115-124.
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10745
David, O. A. (2014). The Rational Positive Parenting program for child externalizing behavior: Mechanisms of change analysis. Journal of Evidence-Based Psychotherapies, 14(1), 21-38.
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10748
Doyle, O., Hegarty, M., & Owens, C. (2018). Population-based system of parenting support to reduce the prevalence of child social, emotional, and behavioural problems: Difference-in-differences study. Prevention Science, 19(6), 772-781. https://doi.org/10.1007/s11121-018-0907-4
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10749
Duncombe, M. E., Havighurst, S. S., Kehoe, C. E., Holland, K. A., Frankling, E. J., & Stargatt, R. (2016). Comparing an emotion- and a behavior-focused parenting program as part of a multsystemic intervention for child conduct problems. Journal of Clinical Child and Adolescent Psychology, 45(3), 320-334. https://doi.org/10.1080/15374416.2014.963855
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10758
Jalali, M., Pourahmadi, E., Tahmassian, K., & Shaeiri, M. (2008). The effectiveness of the Triple P-Positive Parenting Program on psychological well being of mothers of children with oppositional defiant disorder (ODD). Journal of Family Research, 4(4), 353-368.
This study is ineligible for review because it is not available in English (Handbook Version 1.0, Section 4.1.3).
Study 10759
Jones, S., Calam, R., Sanders, M., Diggle, P. J., Dempsey, R., & Sadhnani, V. (2014). A pilot web based positive parenting intervention to help bipolar parents to improve perceived parenting skills and child outcomes. Behavioural and Cognitive Psychotherapy, 42(3), 283-296. https://doi.org/10.1017/S135246581300009X
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10765
Lundin, M., & Karlsson, M. (2014). Estimation of causal effects in observational studies with interference between units. Statistical Methods and Applications, 23(3), 417-433. https://doi.org/10.1007/s10260-014-0257-8
This study is ineligible for review because it does not use an eligible study design (Handbook Version 1.0, Section 4.1.4).
Study 10772
Morawska, A., Mitchell, A. E., Burgess, S., & Fraser, J. (2016). Effects of Triple P parenting intervention on child health outcomes for childhood asthma and eczema: Randomised controlled trial. Behaviour Research and Therapy, 83, 35-44. https://doi.org/10.1016/j.brat.2016.06.001
Morawska, A., Mitchell, A., Burgess, S., & Fraser, J. (2017). Randomized controlled trial of Triple P for parents of children with asthma or eczema: Effects on parenting and child behavior. Journal of Consulting and Clinical Psychology, 85(4), 283-296. https://doi.org/10.1037/ccp0000177
Morawska, A., Mitchell, A. E., Burgess, S., & Fraser, J. (2017). 'Effects of Triple P parenting intervention on child health outcomes for childhood asthma and eczema: Randomised controlled trial': Corrigendum. Behaviour Research and Therapy, 92, 107. https://doi.org/10.1016/j.brat.2016.12.017
Morawska, A., Mitchell, A. E., Burgess, S., & Fraser, J. (2017). Fathers' perceptions of change following parenting intervention: Randomized controlled trial of Triple P for parents of children with asthma or eczema. Journal of Pediatric Psychology, 42(7), 792-803. https://doi.org/10.1093/jpepsy/jsw106
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10774
Pickering, J. A., & Sanders, M. R. (2016). The protocol for a randomised controlled trial (RCT) of a brief intervention for parents of children experiencing sibling conflict. Clinical Psychologist, 20(2), 86-93. https://doi.org/10.1111/cp.12051
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10777
Turner, K. M., Richards, M., & Sanders, M. R. (2007). Randomised clinical trial of a group parent education programme for Australian Indigenous families. Journal of Paediatrics and Child Health, 43(6), 429-437. https://doi.org/10.1046/j.1440-1754.2002.00077.x-i1
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10778
Schilling, S., Lanier, P., Rose, R. A., Shanahan, M., & Zolotor, A. J. (2019). A quasi-experimental effectiveness study of Triple P on child maltreatment. Journal of Family Violence, 35(4), 373-383. https://doi.org/10.1007/s10896-019-00043-5
This study is ineligible for review because it is not a study of the program or service under review (Handbook Version 1.0, Section 4.1.6).
Study 10785
Zamani, R., Gahari, S., & Pourrahhimi, M. (2017). Effect of teaching positive parenting program to mothers on reducing behavioral problems in children with oppositional defiant disorder: Paper presented at the International Educational Technology Conference and International Teacher Education Conference. Turkish Online Journal of Educational Technology, 208-213.
This study is ineligible for review because it does not use an eligible publication source (Handbook Version 1.0, Section 4.1.2).