If the need is connection the student may bring a self selected or teacher selected peer to join them on the break focusing on building new relationships or increasing prosocial interactions. The student may also have a set break where they are rewarded when using the pass by visiting a specific individual. A job or a visit may be triggered from this visit. (adult or younger student)

If the need is skill building including skills such as self advocacy, coping, interpersonal interactions, etc then a combination of teacher given, student initated, and scheduled breaks may be best. The skill should be explicitly practiced and conferenced. 

If the need is awareness the teacher may give the break pass to the student for a forced break when they see the student struggling or bubbling. The student then reflects on what was happening when the pass was given at a later time. 

If the need is regulation the student should be given the pass to initiate the break when they determine it is needed. Limits may be set but the goal is for the student to establish a coping strategy.