Objective : The purpose of this study is to compare and analyze the differences in multiple intelligence according to general characteristics by examining the multiple intelligence of school children diagnosed with ADHD. Methods : This study compared and analyzed the differences in general characteristics of intelligence in eight areas by conducting multiple intelligence tests from June 2024 to December 2024 on 150 ADHD children visiting institutions that are performing treatment and counseling. Resutls : The results of the study were as follows: First, in terms of gender, there was a significance in logical mathematics intelligence. Second, there was a significance in linguistic Intelligence and interpersonal intelligence at age. Third, in the duration of illness, there was a significance in most intelligences such as logical mathematics intelligence, spatial intelligence, linguistic intelligence, interpersonal intelligence, and intrapersonal intelligence. Fourth, by academic performance, there was a significance in all intelligences except bodily kinesthetic intelligence such as musical intelligence, logical mathematics intelligence, spatial intelligence, linguistic intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Fifth, there was no significance in multiple intelligences at the economic level. Sixth, in the comparative analysis of the total value of multiple intelligence of ADHD children according to general characteristics, there was a significant difference in the duration of disease and academic performance. Conclusion : This study compared and analyzed multiple intelligence according to the general characteristics of children with ADHD, and the results of the study can be used as basic data for the development and selection of intervention programs for children with ADHD in community occupational therapy
