Correct the mistake and then drill them with similar problems. Vary the methods: Lots of problems in class. Lots of problems at home. Kids to the blackboard, calling on students in class, maybe even chanting a problem together. But the key is probably just volume of problems at home.
[Use a problem source that has the answers so they can check their own work. This gives them INSTANT feedback to check their own errors ("Oh duh, I made that parentheses mistake again.") If you are worried about them doing enough than have them hand in worked problems sets (checked for answers by them) and then just grade based on completion. Even very small percentage participation grades can drive behavior. If you are worried about honesty, then have a verification signature block at the top. (If a few lie on that, then don't sweat it, they will get killed on the tests and it is not that much grade %. Plus it will help the non-liars.) Using a source that has the answers also takes off problem examination drudgery from you. But most important feature is to accelerate the feedback time to students and allow them to be more engaged by correcting own mistakes.]
This sort of mistake is typical of students that have not drilled enough. Teachers should not assume that poor explanation (finding the exact killer explanation to make a lightbulb go on) is the problem. It is often lack of care by the students. They get the concept. They just aren't careful enough. So you need to get them to do problems step by step (writing every step, not skipping some...you should do this as well until the whole class has proved efficacy...then you can skip some steps.) And then they need to practice that a lot. And on problems of easy to medium complexity (lots of one star and two star problems. (Math teachers want to emphasize 3 star problems since they are more interesting, but this is like working on complicated football plays for players who need to concentrate on basic skills...a misallocation of time.)
P.s. I would not go back and do a review. Kids will rightfully balk at that. So keep teaching them calculus. But even when they have LEARNED the calculus concepts and apply that part OK, if they are still making more algebra mistakes, you can work on that with lots of calculus drill. In other words, you're sneakily improving their algebra while making them do calculus problems. (Just like you get trig practice in physics or algebra practice in stoichiometry.)
P.s.s. If you have several mistakes happening, think to hand out a written list for their reference. At the beginning of each class. But keep it action oriented. NOT "distributive law" but instead "algebra mistakes that will bite you in the butt in calculus class". Do you capisce the difference in approach? Former is an abstraction requiring a conversion from the idea to the practice. The other is more of a "tips" type of coaching. More immediately understandable and more "in the trenches with the troops". [Could be a fun pedagogical project for you to develop this little handout.]
P.s.s.s. I also think the framing of the question is a little lacking. It's a GREAT job of explaining the concept of the mistake. But you don't give us enough info on the students or their training. How good are they? How much homework are they doing? How long is the class? What approach have you been using to teach them? Etc. I'm not sure if my answer would differ, but I think you have to see this as a multivariable problem and limitations of the student population (smarts, time) and class setting (year length, change of instructors by semester, etc.) are variables. That said, sometimes using something that works in one setting maybe should even be used in another (who cares if it "seems like high school" if it gets the training done best.)