Consider Table 1 "Summary terms" from the article Common and Intraverbal Bidirectional Naming (Miguel, 2016, p. 134) assigned this week.

Bidirectional Naming: Higher-Order operant involving a bidirectional relationship between speaker and listener behaviors. This teaching of one of these components suffices to establish both.

Common bidirectional naming: Common tacts and listener behaviors may establish stimuli as related or equivalent (having the same meaning).

Intraverbal bidirectional naming: intraverbal relations may establish stimuli as related or equivalent.

Joint control: The simultaneous presentation of two stimuli that control responses of the same topography. The onset of joint control is a discriminable event that may evoke subsequent behavior.

If we don't account for this in our early teaching and intervention approaches, what are we missing and what are our clients missing out on? How might we be teaching rigidity (or at least reinforcing it)?