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Excessive daytime sleepiness is associated with adverse health outcomes and substantial functional deficits. However, little is known about experiences among these individuals and whether some education about sleep health would be helpful. Methods N=28 participants with excessive daytime sleepiness (ESS&amp;gt;=10) but no other major medical problems were recruited from the community. The intervention was a single 2-hour sleep education workshop. Participants were randomized to either the education session or a wait-list control. Change from baseline on Epworth Sleepiness Scale (ESS), Dysfunctional Beliefs About Sleep (DBAS) scale, Fatigue Severity Scale (FSS), Insomnia Severity Index (ISI),pHQ9 depression scale, and GAD7 anxiety scale were evaluated versus controls, adjusted for age, sex, and race/ethnicity. Also,participants were asked whether they agree to a range of beliefs/attitudes about sleep before and after the session (as part of intervention or following wait list). Posttest-Pretest difference scores were compared to determine if any were changed by the session (nominal significance p&amp;lt;0.05). Results Compared to the wait-list control, those who received the education session did not show differences in sleepiness (4.2% reduction,p=0.73) or dysfunctional beliefs about sleep (52.1% reduction,p=0.07), but they did demonstrate a 26.5% reduction in fatigue (p=0.01), a 55.2% reduction in insomnia severity (p=0.004), a 59.1% reduction in depression score (p=0.02), and a 54.5% reduction in anxiety score (p=0.04). The single session resulted in increased agreement with the statements, “People with daytime sleepiness should discuss their problems with their doctor or health care provider” (t=-2.3,p=0.03), “I understand the basics of how sleep works” (t=-2.2,p=0.04), “I understand the basics of how sleepiness works” (t=-2.7,p=0.01), “Excessive daytime sleepiness is something that can be improved with psychological treatment” (t=-2.3,p=0.03), and “I know what to do if…” “I have trouble falling asleep” (t=-4.3,p=0.0003), “I have trouble with poor quality sleep” (t=-5.1,p=0.0001), and “I experience daytime sleepiness” (t=-3.0,p=0.007). Conclusion A brief sleep health education session improved sleep and mental health in individuals with daytime sleepiness, even if it did not improve sleepiness. Further, the session did likely provide useful educational information. Support (if any) This work was supported by Jazz Pharmaceuticals

089 Impact of A Single Sleep Education Session on Beliefs and Attitudes Among People with Excessive Daytime Sleepiness: A Pilot Study