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Background: Attention Deficit-Hyperactivity Disorder (ADHD) is a behavioral disorder characterized by inattention, hyperactivity, impulsivity that affected to the children’s occupational performance in their activities. Individuals suffering from this disorder have a delayed development of visual-motor integration, difficulty participating in learning activities including writing readiness and poor academic progress. This research aims to (1) determine the effect of visual-motor integration activity interventions on writing readiness in ADHD children (2) find out the demographics of ADHD children based on age, gender and education. Methods: The design of this study was conducted a one group pre-experimental study using a pretest -posttest design. Samples were taken by purposive sampling technique. There were 35 samples consisting of 15 women and 20 men. The research instrument was the Beery DTVMI. Data analysis with paired parametric comparison test (paired sample t-test). Results: This study are (1) visual-motor integration activity interventions have a positive and significant effect on the writing readiness in ADHD children (p = 0,001). (2) ADHD children in YPAC Surakarta Occupational Therapy Clinic is dominated at the age of 5-6 years (54.3%). (3) Most of the ADHD children in the YPAC Surakarta Occupational Therapy Clinic were male (57.1%). (4) The education level of ADHD children in Surakarta YPAC Therapy Occupational Clinic was at the kindergarten level (51.4%). Conclusion: This study is visual motor integration activity interventions be able to improve writing readiness in ADHD children.