The purpose of present study was investigating the effectiveness of family-centered problem-solving intervention on parental interaction specific learning disabilities students. This study was a quasi-experimental pretest-posttest-follow-up study with a control group. The statistical population included students with special learning disabilities in Kermanshah city. 44 students with special learning disabilities referred to comprehensive assessment, education, rehabilitation, and developmental-educational intervention centers were selected using purposive sampling and randomly assigned to two experimental groups (22 people) and control groups (22 people). Just the experimental group participated in 15 sessions (45-minute) of a family-centered problem-solving workshop. The Parental Interaction Scale (Gerald 1994) was used to collect data. Data analysis was repeated measures analysis. The results showed that in the experimental group, there was a significant difference between the pre-test and post-test scores in the subscales of satisfaction with parenting, relationship with child, and parent-child relationship (P<0.001), and no significant difference was observed between the post-test and follow-up scores, indicating the stability of the effect. In the subscale of creating limitations, despite the decrease in the mean score, no significant difference was observed in the stages. Considering the effect of family-centered problem-solving intervention, the application of this educational program is great importance for parents of students with special learning disabilities.