Creating strength-based environments where everyone can participate and belong, and all minds can thrive.
Informed Evidence Base
At Disruptive Force, we are passionate about amplifying underperesented voices and creating strength-based environments where all people can thrive. We believe that community members hold the key to innovative solutions and skills that shine when the platform is built on inclusion.
The research and practical frameworks featured on this page have been developed by our Chair and GoSH Founder, Michelle Wong. Michelle's work sits at the intersection of motivation, neurodivergence and community participation. Her research focuses on strength-based supports for increased participation and inclusion of underepresented community members.
While Michelle's research is published in the journal, 'Autism', the principles are far reaching, as evidenced in the success of GoSH. Creating inclusive environments that support belonging, autonomy and competence are beneficial to all minds.
This page brings together Michelle's open-source, published research, practical frameworks, and translation resources that support organisations to move beyond good intentions and towards evidence-informed, community-centred practice.
Community Contribution Framework
"Meaningful community engagement begins before any meeting or survey."
~Michelle Wong
The Community Contribution Framework consists of 10 steps, providing a practical, transparent, and accessible approach to documenting community engagement and reporting. The framework supports organisations to clearly articulate how community voices contributed to a project while maintaining appropriate governance, decision-making responsibilities, and accountability.
The framework is designed for use across community organisations, local government, education, sport, healthcare, research, policy development, grant applications, and other initiatives where community perspectives are valued.
Note: adapted from Wong et al., 2026, Autism
Latest Research
Attendance Compulsory, Motivation Conditional. A Qualitative Investigation.
Drawing on interviews with 26 autistic students aged 7–18 years, this study explored how environments influence motivation, participation, and engagement in Physical Education. The findings demonstrate how teaching approaches, sensory experiences, peer dynamics, and autistic experiences shape motivation.
The paper includes practical recommendations for teachers and coaches working with neurodivergent students.
Citation: Wong, M. L., Milbourn, B., Afsharnejad, B., Ntoumanis, N., Arnell, S., Kebble, P., & Girdler, S. (2026). Attendance Compulsory, Motivation Conditional. Autistic Youth’s Psychological Need Support and Satisfaction Related to Physical Education: A Qualitative Investigation. Autism. https://doi.org/10.1177/13623613261435412
Inclusive Judging Tips
Recognising that not all great ideas are spoken or shared.
These tips have been developed through years of practical application with regional youth innovation events and are shared as a resource to support more inclusive approaches to judging, talent identification, and participant recognition.
Traditional judging models often reward participants who are strong presenters, quick thinkers under pressure, or comfortable speaking in front of unfamiliar audiences. While these are valuable skills, they do not always reflect creativity, innovation, teamwork, problem-solving ability, or future potential.
These Inclusive Judging Tips were developed through the GoSHackathon platform to help identify talent in a way that recognises diverse thinking styles, communication preferences, lived experiences, and pathways to participation.
The approach is particularly valuable when working with first-time participants, neurodivergent individuals, culturally diverse communities, regional participants, and others who may be less confident presenting in traditional competition environments.
Participation & Motivation
This research review explores what we know about participation in physical activity for autistic youth.
Michelle Wong and her team reviewed international research to explore the factors influencing autistic youths' motivation to participate in structured physical activity. Rather than focusing on barriers within the individual, the review examined the environmental, social, and psychological factors that shape participation experiences.
This paper established the foundation for Michelle's ongoing research into participation, motivation, and strength-based environments.
Cite: Wong, M. L., Girdler, S., Afsharnejad, B., Ntoumanis, N., Milbourn, B., Kebble, P., Morris, S., & Black, M. H. (2024). Motivation to participate in structured physical activity for autistic youth: A systematic scoping review. Autism, 28(10), 2430-2444.
