Considering the proven weakness of working memory and visual-motor integration and their effect on handwriting in children with ADHD in past studies, the purpose of this study was to investigate the effect of a course of motor and cognitive exercises on the handwriting skills of children with ADHD. This research was a semi-experimental type in which 48 male students aged 7 to 9 with attention deficit/hyperactivity disorder were randomly divided into 4 groups of 12 including: the movement group that performed ball exercises based on previous studies and Approved by the professors, the behavioral group did it, the cognitive training group that practiced with cogmed software exercises localized by Sina Company, the combined group that included both training programs, and the control group that did daily activities. The intervention consisted of sixteen 45-minute training sessions planned during 8 weeks. To analyze the data collected by one-way analysis of variance and analyzed using SPSS software version 26. The results of the research indicated that there is a significant difference between the average post-test scores of handwriting skills, working memory and visual integration of children with ADHD in the experimental and control groups (P≤0.05). According to the results of this study, it can be said that the cognitive training program (software exercises) improved the working memory performance and the motor training program (ball exercises) improved the performance of visual motor integration of these children and finally these handwriting exercises of the students participating in It has improved the study. Therefore, by using these exercises, it is possible to make changes in education and academic performance, especially in the handwriting of students with ADHD