We are all sensory beings. Right now, I am drinking a coffee (smell & taste sensory input), with the news on in the background (auditory input), and rocking on my chair (movement). Sensory processing is a foundational aspect of how we experience and interact with the world around us. It refers to the way we register, modulate, and respond to sensory information from our environment.
Over the years, various models have been developed to explain and categorise different sensory processing patterns. One of the most influential is Dunn’s Model of Sensory Processing, developed by Dr. Winnie Dunn. If you’ve had students who have had sensory profile reports completed, it’s likely the OT used this framework.
This is the first part of a 5-part blog series focusing on a deep dive into understanding Dunn’s Model of Sensory Processing. Make sure you’re on the email list to stay up to date. This blog will outline the model and key concepts to lay the foundation for the next blogs.
What is Dunn’s model?
Dunn’s Model of Sensory Processing breaks down the complex ways in which individuals process sensory information into more understandable patterns. The model considers two main factors: the neurological threshold and the behavioural response. By examining the relationship between these factors, Dunn’s model categorises individuals into four distinct sensory processing patterns (which we’ll delve into in more detail later). This model is strength-based and emphasises sensory preferences rather than labelling sensory processing disorders.
Key components of Dunn’s model
Neurological threshold
This refers to the amount of sensory input or stimulation required for a person to notice and respond to the sensory input. For instance, some might quickly hear and respond when their name is called, while others may need more or stronger sensory input to recognise what’s happening. An easy way to grasp this is the “cup analogy”. Think of neurological thresholds as cups. Some people have a small cup (low threshold) and only need a bit of sensory input (they respond to minimal stimulation). Others might have a large cup (high threshold) and require a lot of stimulation to react.
Self-Regulation continuum / Behavioural response
This is about how people react to sensory input. People usually have either active or passive responses.
Active responses: Some individuals might actively respond by either seeking or avoiding certain stimuli. For example, a child might hum and make noises while working (seeking sensory input) or avoid new situations (avoiding sensory input).
Passive responses: Others might not actively seek or avoid stimuli and just let things happen, like a child who gets overwhelmed by classroom noise but doesn’t move or ask for help.
The four quadrants of sensory processing
Now that we’ve discussed these concepts, let’s delve into the framework. By merging the neurological threshold with the behavioural response, Dunn’s model outlines four sensory processing patterns. It’s crucial to understand that these patterns are distinct from each other. If doing a sensory profile for a student, they will receive scores for each section.
Sensory Seeking (High threshold aka big cup + Active response)
These individuals crave sensory experiences and are driven to seek out sensory input to meet their needs – sometimes the drive for sensory input can interfere with participation. They tend to seek out intense, varied, or novel stimuli. They might love roller coasters, loud music, bright colours, physical play, seek movement when they work, etc.
Low Registration (High threshold aka big cup + passive Response)
Individuals with this pattern might not notice sensory stimuli that others do. They might miss someone calling their name in a busy room or what the teacher is asking them to do. This is because they have a big cup that needs lots of sensory input, but they do not use active strategies to meet this sensory input.
Sensory Sensitivity: (Low threshold aka small cup + Passive response)
People with this pattern tend to have a small cup, therefore only need a small amount of sensory input, they do not use active strategies (passive response). When their cup starts to overflow, they can become bothered or upset. For example, they might get irritated by the tag on a shirt or the hum of a refrigerator but won’t necessarily move to change the situation.
Sensation Avoiding: (Low threshold aka small cup + Active response)
People with this pattern tend to have a small cup, therefore only need a small amount of sensory input. They will also take steps to avoid certain sensory input (active response). They might wear headphones to block out noise or use strategies to avoid crowded places.
Who might use Dunn’s Model?
Understanding sensory processing patterns can be a game-changer for not only the child, but those who support them:
- Personal Awareness: Recognising one’s own sensory preferences can lead to better self-regulation and coping strategies.
- Caregiving: Caregivers can better understand and cater to their children’s sensory needs.
- Education: Educators can design classrooms and learning experiences that cater to diverse sensory needs, optimising learning for all students.
- Occupational Therapy: OTs use this model to develop individualised strategies for clients with sensory processing challenges.
Dunn’s Model of Sensory Processing offers a comprehensive framework for understanding the myriad ways individuals perceive and respond to sensory stimuli. By understanding, recognising and respecting these differences, we can create more inclusive environments and offer targeted strategies to support individual needs. Whether you’re a therapist, educator, parent, or simply someone curious about sensory processing, Dunn’s model provides valuable insights into the complex world of sensory experiences.
Case Study: Jake, a 7 year old Sensory Seeker
Background
Jake is a vivacious 7-year-old boy known for his boundless energy and love for adventures. He’s the child who is first to climb the highest playground structure and enjoys loud music, spinning in circles, and experimenting with various food textures. Sometimes Jake seeks out these sensory experiences to the point where it interferes with his participation in classroom activities.
Observations:
- Jake frequently fidgets in his seat and often gets up, even during lessons.
- During recess, he enjoys running, jumping, and playing vigorously.
- He often interrupts class to share stories, even if unrelated to the topic.
- Jake is drawn to tactile materials like sand, water, and playdough.
- He can be disruptive, playing sounds loudly on classroom instruments or tapping pens and pencils.
Sensory profile
Jake’s caregivers completed the sensory profile questionnaire. They found Jake had high scores for the sensory seeking quadrant. He has a high neurological threshold (big cup) which means he needs more sensory input to register sensations. This is combined with an active behavioural response, which makes him seek out these sensations.
Strategies
Jake’s results indicated he needs more sensory input to participate in day to day activities, however, sometimes his drive to seek out this sensory input interferes or disrupts his participation, especially in classroom activities. Jake’s OT worked with him and his caregivers to create a plan to meet his sensory needs, in a way that did not impact on his ability to participate in the classroom.
This included:
- Fidget tools: Providing Jake with a discreet fidget tool can help channel his need for sensory input in a non-disruptive manner.
- Regular movement breaks: Using short movement activities can help Jake get the sensory stimulation he needs without disrupting the class. This included getting Jake to take a heavy book or file to reception when needed.
- Structured sensory activities: Incorporate sensory-based learning experiences, such as hands-on science experiments or art projects that allow him to engage tactilely.
- Designated sharing time: To address his frequent interruptions, a designated time can be set for Jake to share his stories, making him feel heard without disrupting lessons.
After using these strategies, Jake’s teacher said he was less disruptive in class. Jake paid more attention to lessons and used his energy in helpful ways. This helped him learn better and also helped the whole class. The teacher also reported it was helpful for her to understand that he was not being disruptive on purpose, instead knowing that he was driven by his sensory processing patterns.
This example shows why it’s good to know how kids like Jake process things around them. By understanding and helping Jake with what he needs, school became a better place for him, his friends and caregivers.
This is the first, in a 5 part blog series exploring dun’s model of sensory progression. Each of the blogs in the series will do a deep dive into each sensory processing pattern, and explore different strategies to support students with the pattern.
Questions
If you have any questions or need further assistance in implementing visual schedules, please do not hesitate to get in touch here or at sophia.occupationaltherapy@gmail.com.
