Many children with an intellectual disability experience problems with initiating and maintaining sleep, daytime somnolence and sleep disordered breathing (Heussler & Hiscock, 2018;Pavlova & Latreille, 2019;Surtees, 2018). While these sleep problems are also common in typically developing children, (Pavlova & Latreille, 2019), they mainly occur during early childhood (Fricke-Oerkermann et al., 2007) and can usually be managed with parental interventions such as setting a regular bedtime and limiting screen time before bed (Heussler & Hiscock, 2018). For children with an intellectual disability, sleep problems can be more severe, persist across their lifespan and while good sleep hygiene and medications can help, such interventions often do not solve the problem (Boban, 2018;Richdale, 2014).Insufficient and disrupted sleep can have negative impacts on a child's physical and mental health, as well as influencing behaviour, social competence, and learning (Foley & Weinraub, 2017;Meijer et al., 2000). The prevalence and type of sleep problems a child displays can be influenced by co-occurring comorbidities, and the type of sleep problems can vary between specific disorders (Valicenti-McDermott et al., 2019). For example, more than 50%