The effectiveness of a therapeutic motor development program in increasing the social adjustment and peer acceptance of seven socially isolated fifth grade children was investigated using a single subject experimental design. The program was based on the games analysis model which allows movement games to be designed for individual motoric, social, and emotional needs of the participants. The experimental condition included instruction in the games analysis process; assessment of each child's motor skills in striking, throwing, running, catching, and kicking; and playing games geared to the children's stage of social and motor development. Analysis of pretest-posttest assessment of the peer status of the socially isolated Ss indicated that all seven Ss made median rank position gains in peer acceptance. Through experimental analysis of the single case subjects it was observed that the games analysis training resulted in a controlling effect on task participation and social orientation. (Author)