Electroencephalography (EEG) data collection can be challenging in preschoolers with anxiety who are often debilitated by fear of the unknown. Thus, we iteratively refined techniques for EEG collection in three cohorts of children with anxiety enrolled in our study of a novel intervention. Techniques involved directing child attention away from the EEG setup (Cohort 1, N = 18), open discussion of equipment and processes during setup (Cohort 2, N = 21), and a preparatory EEG-exposure session prior to data collection (Cohort 3, N = 6). Children (N = 45, 4-7 years) attempted a Time 1 EEG before intervention, and those who completed intervention (N = 28) were invited to a Time 2 EEG. The percentages who provided analyzable EEGs were assessed by cohort. Cohort 3 provided more Time 1 EEGs (83.3%) than Cohorts 1 or 2 (66.7% each), suggesting that the preparatory session supported first-time EEG collection. More children provided Time 2 EEG data across successive cohorts (Cohort 1: 66.7%, Cohort 2: 82%, Cohort 3: 100%), suggesting that more open communication facilitated repeat EEG collection. Ultimately, increased EEG exposure and child-friendly communication about procedures improved data acquisition in this sample of clinically anxious preschoolers. Detailed study procedures are shared to support future EEG research in young children with anxiety.

Objective: Underdeveloped cognitive control (CC)-the capacity to flexibly adjust to changing environments-may predispose some children to early onset anxiety disorders and represents a promising intervention target. The current study established and pilot-tested "Camp Kidpower"-a novel group-based, interactive CC training intervention-and assessed its impacts on behavioral and neurophysiological indices of CC among preschool children with elevated anxiety symptoms. Methods: Forty-four anxious children (4-6 years) were enrolled in Camp Kidpower, delivered in four sessions over 10 days. Before and after camp, children's capacity for CC was measured using well-validated, non-trained behavioral tasks and errorrelated negativity (ERN). Child anxiety symptoms were measured by parent report on the Spence Preschool Anxiety Scale. Results: Thirty-two children completed the study, as defined by completion of preand follow-up assessments and at least three camp sessions. From baseline to after camp, performance on behavioral tests of CC improved, ERN amplitude increased, and anxiety symptoms decreased. Conclusion: Results provide initial evidence that play-based cognitive training targeted to behavioral and brain markers of CC reduces anxiety in preschoolers.

Past research shows strong connections between sexual satisfaction, sexual communication, and relationship satisfaction in romantic couples. However, social anxiety tends to inhibit communication and self-disclosure about sensitive topics, including sex. In this research, I aimed to determine the role social anxiety plays in sexual satisfaction, sexual communication, and relationship satisfaction in married couples. I hypothesized that social anxiety would not have strong impacts on sexual satisfaction, sexual communication, and relationship satisfactionin married couples because of the familiarity that comes along with marriage. 16 heterosexual couples, or 32 individuals, completed a five-section survey to measure each individual’s sexual satisfaction, relationship satisfaction, sexual communication satisfaction, fear of intimacy, and social anxiety. Results showed significant moderate correlations between social anxiety and every other variable: sexual satisfaction, r(30) = -.44, p= .01; relationship satisfaction, r(30) = -.43, p= .01; sexual communication, r(30) = -.47, p< .01; and fear of intimacy, r(30) = .55, p< .01. Socially anxious individuals also reported significantly decreased sexual satisfaction compared to non-anxious individuals. Implications for future research are discussed.Keywords:social anxiety, sexual satisfaction, relationship satisfaction, sexual communication, fear of intimacy, marriage