Table 5 Summary of means of food and nutritional literacy scale

Understanding

Q1

When shopping for children with disabilities, I pay attention to the nutritional information about food ingredients

Q2

When shopping for children with disabilities, I pay attention standardized labelling on food packages for you children with disabilities

Q4

I can easily understand the nutrition facts (e.g. amount of energy, sugar, protein, etc.) on food packages and its health effects to children with disabilities

Q5

I can easily understand nutritional issues related to children with disabilities I read about in newspapers, magazines, and brochures.

Q6

I can understand nutritionists’ recommendations about health and nutritional requirements that are appropriate for children with disabilities.

Q8

I can understand information and recommendations about proper nutrition for children with disabilities in the media (e.g., TV, Internet, radio, etc.)

Q10

I know how different vegetables are cultivated and grown.

Q16

I encourage children with disability to eat a variety of vegetables (e.g., lettuce, cabbage, tomatoes, carrots, etc.), every day.

Q19

If I have any questions about food and nutrition issues related to children with disabilities, I’m able to get information and advice from others

Functional

Q13

I know that excessive consumption of food such as salami and sausage that are high in fat may cause obesity among children with disabilities

Q15

I know that reading of production and expiration date on food package is important for health of children with disabilities

Q17

I share the nutritional issues that I obtain from various sources with children with disabilities

Q18

I talk to children with disability about healthy eating.

Q20

I can advice others to prepare healthy snacks for children with disabilities.

Q21

I encourage children with disability to have healthy snacks

Q22

I regularly encourage children with disability to do exercise or walk for 30 to 40 min every day.

Q23

I can advice others to wash and prepare fruits and vegetables for children with disabilities

Q24

I encourage children with disabilities to eat fruits every day

Q25

I make sure children with disabilities eat or they have eaten breakfast every day

Interactive

Q26

I have enough power to stop children with disabilities from eating unhealthy foods (e.g., fast food, pizza, carbonated drinks, etc.)

Q27

If I go to restaurant or fast food joint with children with disabilities

(e.g. pizza, French fries, carbonated drinks, etc.), I’m able to convince him or her to choose healthy foods

Q28

I can easily convince children with disabilities to say “no” to any unhealthy eating suggestions from friends.

Q29

If I encounter unhealthy behaviors among children with disabilities at home, school, or in other settings, I’m able to challenge them.

Q30

If someone prepare unhealthy snacks for children with disabilities (e.g., chips, fruit roll-ups, corn snacks, etc.), I do not allow them to eat in school

Q34

When I go shopping with children with disabilities, I buy foods with standardized labeling

Food choice

Q31

If parents of children with disabilities were overweight and eating a high fat diet, I would tell them to change their eating habits.

Q33

When I go shopping with children with disabilities, I buy foods that are certified as healthy

Q37

When I go shopping with my children with disabilities, I will buy foods that are stored appropriately or kept refrigerated

Q38

I make sure children with disabilities eat food from all the food groups every day

Q39

I encourage children with disabilities to try new foods that I’ve never eaten

Q40

I encourage children with disabilities to try new vegetables that I’ve never eaten

Q41

I can buy healthy food for children with disabilities from the school cafeteria, depending on the money available.