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Au sein des secteurs de la santé et des services sociaux au Québec, les professionnel·le·s font face à des défis croissants en travaillant avec des clientèles diversifiées, notamment celles liées à la diversité de genre et à la neurodiversité. La corrélation entre l'autisme et la diversité de genre accroît la présence de jeunes appartenant à ces deux catégories, suscitant ainsi des réflexions éthiques quant aux situations rencontrées. Cette étude exploratoire adopte une approche qualitative basée sur l'analyse thématique visant d’une part à, documenter les enjeux auxquels sont confrontés les intervenant·e·s qui accompagnent ces jeunes et d’autre part, les impacts sur la pratique. Les principaux enjeux identifiés concernent le manque de connaissances sur l'autisme et la transidentité, l’intervention auprès de la famille, les difficultés d'accès aux services, et l'équilibre délicat entre la protection du jeune et la préservation de son autonomie. Afin de distinguer les enjeux appartenant aux problèmes et aux dilemmes éthiques, un cadre conceptuel inspiré des concepts de l’éthique humaniste et de la typologie de Banks (2005) est mis à profit. Dans la foulée des questionnements sur l’intervention auprès des jeunes TNB et neurodivergent·e·s, cette recherche permet de donner une voix aux intervenant·e·s concernés, leur permettant de parler des situations à dimension éthique à laquelle iels font face. / Within the fields of health and social services in Quebec, professionals are encountering escalating challenges while working with diverse client populations, such as those related to gender diversity and neurodiversity. The correlation between autism and gender diversity amplifies the presence of youth falling into both categories, prompting ethical reflections regarding situations encountered. This exploratory study employs a qualitative approach based on thematic analysis to, on one hand, document the issues and challenges faced by professionals supporting non-binary transgender and neurodivergent youth, and on the other hand, to delineate their impacts on practice. Key issues identified include a lack of knowledge about autism and transgender identity, family intervention, difficulties in accessing services, and the delicate balance between protecting the youth and preserving their autonomy. To distinguish between issues related to ethical problems and dilemmas, a conceptual framework inspired by the principles of humanistic ethics and Banks' typology (2005) is employed. In the wake of questions regarding intervention with non-binary transgender and neurodivergent youth, this research allows the involved practitioners to have a voice, enabling them to discuss the ethical situations they face.

In this paper, I begin the first steps towards developing more ethical methods for designing for users with ADHD by investigating what needs stakeholders have when interacting with technology. Current interaction design projects concerned with ADHD are largely focused on children—ignoring adults with ADHD. Their aims and methods are problematic, potentially harmful, and erase experiences of those with ADHD by excluding them from the design process. These projects treat the ADHD community as a list of symptoms to be fixed by training behaviors—a practice that has been demonstrated to cause harm. Influenced by the Crip Technoscience, Neurodiversity, and Self-Advocacy movements and utilizing participatory/co-design methods I investigate the needs of users with ADHD by engaging with them throughout the process, ultimately leading to the development of preliminary guidelines for designing for ADHD accessibility which are presented in this paper alongside design examples and discussion of possible future work.

Autistic females have been consistently underdiagnosed and diagnosed later compared to autistic males. Although the causes are multifactorial, this discrepancy can be partially explained by different behavioral manifestations in the social domain that conform more closely to societal expectations, as well as by the presence of camouflage behaviors. The aim of this dissertation is to study sex differences in caregivers' perceptions of their offspring, considering both mothers and fathers. In addition, given that current research focuses on the investigation of broad social constructs, we also aim to explore sex differences in the specific interaction features of autistic individuals. Lastly, given the association of social aspects with cognitive development, we aim to deepen the understanding of cognitive variables, as current research in this area is limited and inconclusive. In the first study, our results indicate that, despite comparable symptom severity, female preschoolers are perceived as advantaged in Social Communication and Social Motivation. Building on these findings, we examined whether bidirectional interaction features related to Interpersonal Synchrony showed sex differences in a sample of autistic preschoolers during play exchanges, with both a psychologist and caregivers. The results showed that females demonstrated greater behavioral synchrony. Moreover, they participated in longer, more complex, and engaging interactions. This enhanced Interpersonal Synchrony may underlie the differing parental perceptions of male and female children. Given the profound association between social and cognitive development, we first conducted a systematic review on sex differences in cognitive profiles highlighting the inconclusive results of current studies and avenues for future research. Subsequently, we presented original research on the cognitive variables of preschool and school-aged individuals, which demonstrated an absence of sex differences in cognitive performance. Overall, our results suggest differences in social behaviors but not in cognitive abilities, indicating the need to study mechanisms underlying intelligence development in relation to social competencies as sex could differently influence these. Future work should also adopt longitudinal designs and include neurotypical control groups.