This article describes effective classroom intervention strategies for students experiencing symptoms of attention-deficit/hyperactivity disorder (ADHD), regardless of the severity and whether the student has a diagnosis of ADHD. These suggestions incorporate the universal design for learning (UDL) framework. This framework does not limit interventions to specific learners or learning disabilities, but provides a set of principles for curriculum development that gives all individuals equal opportunities to learn (National Center on Universal Design for Learning, 2014).