The following article introduces the Solihull Approach, a structured framework for intervention work with families (Douglas, "Solihull resource pack; the first five years." Cambridge: Jill Rogers Associates, 2001) and aims to demonstrate the usefulness of this approach in working with school-age children with complex neurodevelopmental difficulties in a community Child and Adolescent Mental Health Service (CAMHS) setting. More specifically, it aims to show the efficacy of this approach in intervening with sleep problems, which are prevalent amongst children with learning disabilities. The authors hope to achieve these aims through the use of the qualitative case study method, which allows for a rich account of the intervention and therefore facilitates a detailed understanding of the psychological phenomena and processes involved in the approach (Dallos & Smith, "Clin Psychol Forum" 2008; 182, 18). The three theoretical concepts central to the Solihull Approach -- containment, reciprocity and behaviour management -- are used to describe the intervention, which resulted in a positive outcome. Implications for clinical practice and future research directions are discussed. (Contains 1 box.)