Abstract Introduction Sleep difficulties are common for children with intellectual and developmental disabilities (IDD). We previously found that implementing the principles of community-based sleep education intervention with children with IDD through a consultative caregiver training model improved key components of sleep and was a feasible model for both providers and caregivers (MacDonald, 2021). Methods Record reviews were conducted from a behavioral sleep clinic for children with IDD to evaluate for the reported effectiveness of the recommendations provided on improving sleep and to gather information regarding reported caregiver implementation of recommendations. A clinical psychologist trained in community-based sleep education and IDD met with 43 children, ages 1 to 18 years old with clinical diagnosis of an IDD, and at least one caregiver, to give individualized recommendations for their caregiver-reported sleep issues. These patients were referred to the psychologist by a developmental medical provider or a sleep medical provider after medical evaluation of these concerns. Concerns consisted of sleep onset latency, nighttime wakings, and/or co-sleeping. Patients and caregivers typically met 1 to 3 months after the initial visit to report their success at implementing recommendations and to share if there were any improvements at first follow-up or questions/concerns regarding the recommendations or sleep behavior. In some cases, additional follow-up visits were typically scheduled 1 to 6 months after and these were also reviewed. The notes from these visits were evaluated using qualitative measures and tools modified from Pediatric Sleep and Autism Clinical Global Impressions Scale (Pediatric CGI; Malow, 2016) to determine effectiveness and feasibility. Results Qualitative and quantitative measures adapted from Pediatric CGI were used by the record reviewer to evaluate notes. It was observed that 86% of caregivers reported complying with recommendations by the first follow-up and of those who complied, 81% reported improvements in their child’s sleep and/or daytime behavior. Of those who did not comply by first follow-up, only 28% saw improvement. Of those who had second follow-up, 89% of caregivers reported improvement in their child’s sleep and/or daytime behavior. Conclusion Time-limited models of community-based sleep educational interventions within a clinical setting are reported by caregivers and clinicians to be an effective method at delivering sleep education to families and improving sleep for children with IDD. Compliance with recommendations was associated with a higher proportion of improvement in sleep and/or daytime behavior. Support (If Any) This work was supported by the Vanderbilt Kennedy Center for Excellence in Developmental Disabilities