<p>The primary purpose of the present experiment was to explore the extent to which repeated probing contributes to the establishment of incidental bidirectional naming (Inc-BiN). Whenever repetitive probes alone did not suffice to establish Inc-BiN, we investigated whether mixed-operant instuction (MOI)––the rapid rotation of operants within each of a series of trial blocks––improved Inc-BiN. Nine children with autism or language delays aged 3–6 participated. Three of nine participants were exposed to an extended-baseline condition, while the remaining six were exposed to one of two brief-baseline conditions before MOI. We used a multiple probe design across three novel stimulus sets, to isolate the effects of repeated probing. During post-MOI Inc-BiN probes, all participants across conditions demonstrated the emergence of Inc-BiN. Repetitive probes sufficed to establish Inc-BiN in two of three participants who were assigned to the extended-baseline condition, while for the third, Inc-BiN improved after MOI. In addition, we examined the extent to which the probe sequence impacted Inc-BiN skills. Three participants, P1, P2, and P3, were exposed to speaker (tacts) probes first, while the remaining six were exposed to listener probes first. During generative Inc-BiN probes, when testing speaker responses before listener responses (P1–P3), only listener responses emerged for two of them. In contrast, when testing listener before speaker responses, both repertoires were observed for three (P4, P5, and P7) of six participants. A one-month follow-up Inc-BiN probe demonstrated maintenance of listener responses for seven of eight participants, and tacts were maintained for three of them.</p>